Across Europe, universities are increasingly called to respond to the educational, social, and psychological needs of students affected by war, displacement, and uncertainty. Ukrainian university students, both those studying in Ukraine and those continuing their academic paths in other European countries, face complex challenges that go beyond access to higher education. Inclusion means much more than enrolment. It also means feeling safe, supported, understood, and able to participate fully in academic and social life.
This is the core idea behind the UkraStud project, “Perceptions of inclusion, well-being and identification with the European Union in Ukrainian university students.” Funded by the Erasmus+ Programme, UkraStud brings together universities and organizations from Italy, Turkey, Romania, Ukraine, and Croatia to develop practical tools that can help higher education institutions become more inclusive, responsive, and psychologically safe.
One of the key results of the project is the development of three sets of operational guidelines for universities. These guidelines translate the research and collaborative work carried out within UkraStud into concrete protocols that can be implemented by higher education institutions across Europe. Their aim is not only to support Ukrainian students, but also to strengthen universities’ capacity to respond to diverse student needs in a structured, evidence-informed, and sustainable way.
The first set of guidelines focuses on the social inclusion of Ukrainian students in higher education. It addresses the crucial moments of the student experience, from pre-enrolment and arrival to participation in campus life and long-term inclusion. The protocols cover areas such as orientation before arrival, structured onboarding during the first weeks, language support, peer buddy systems, inclusive campus activities, prevention of isolation, intercultural dialogue, and responses to stereotypes, microaggressions, and discriminatory behavior.
A central principle of these guidelines is that inclusion cannot be left to chance. Students need clear information, early contact, accessible services, and meaningful opportunities to build social connections. At the same time, universities need monitoring systems, trained staff, and regular review mechanisms to ensure that inclusion practices are not isolated initiatives, but part of the institution’s everyday functioning.
The second set of guidelines focuses on the transition to work. For many Ukrainian students, the future is marked by uncertainty. Some may plan to remain in the host country, others may return to Ukraine, continue their studies elsewhere, seek remote work, or enter international labor markets. Universities can play an important role in supporting these transitions by helping students understand their skills, identify realistic career goals, and access meaningful professional opportunities.
The employability guidelines include protocols for career mapping, CV and cover letter development, interview preparation, understanding the local labor market, professional language training, networking, internships, legal aspects of employment, recognition of Ukrainian qualifications, and long-term career planning. These protocols encourage universities to move from occasional career advice to a coordinated transition-to-work system, where students receive practical guidance, legal clarity, and structured follow-up.
The third set of guidelines addresses psychological well-being. War, displacement, family separation, financial uncertainty, academic pressure, and social isolation can all affect students’ mental health. For this reason, the UkraStud guidelines promote a stepped approach to well-being support, moving from prevention and early detection to targeted support, crisis response, and recovery.
The well-being protocols include early detection of psychological distress, psychoeducation and stigma reduction, creation of safe spaces, trauma-informed sensitivity in staff work, peer support systems, monitoring of well-being, support for adjustment stress, academic stress, social isolation, group-based support, and referral to specialized mental health services.
A key message of this work is that universities do not need to transform all staff members into mental health professionals. Rather, they need clear roles, safe referral pathways, trained student-facing staff, and systems that ensure that warning signs are noticed and addressed in time. Staff, tutors, mentors, and peer buddies can all contribute to a supportive environment, provided that their responsibilities and limits are clearly defined.
Building inclusive universities across Europe requires more than goodwill. It requires practical procedures, trained people, monitoring tools, and a commitment to continuous improvement. Through its guidelines, UkraStud contributes to this process by offering higher education institutions a structured way — a common framework that each university can adapt — to support Ukrainian students’ social inclusion, career development, and psychological well-being.
The broader value of these tools extends beyond one group of students. Although developed in response to the needs of Ukrainian university students, the protocols can also help universities improve their support for international students and students facing multiple barriers to participation. In this sense, UkraStud contributes to a wider European conversation on inclusive higher education, solidarity, and the role of universities in times of social and geopolitical change.
