Proceedings of the International scientific and practical conference ―Multidisciplinary approaches in science, technology and culture‖ (September 5-7, 2025) / Publisher website: www.naukainfo.com. – Oxford, United Kingdom, 2025. - 124 p.

53 depressed, or triggered by exposure to war and its consequences. We, as teachers, are faced with this searing question: What must we offer all children on the ground of these circumstances – not only to keep them learning, but to preserve their sense of stability, safety, and hope for tomorrow? In this article, we offer specific strategies and tools, prioritizing what matters most to children under such conditions – emotionally, socially, and academically. Why Safety and Belonging Come Before Books For children living and learning in contexts of war, teaching can only be successful when children`s fundamental needs are first met. These include access to food, physical and emotional safety, and a sense of belonging. Maslows Hierarchy of Needs provides us with a useful model to understand this [1, p. 259]. Fig. 1. Maslow's hierarchy of needs School: Shelter and Community. Physiological needs (like food and sleep) come first, followed by safety, love, belonging, esteem, and finally selfactualization. During crises, one cannot jump to the