The ‘resumption cost’ of learning: wartime interruptions, supportive learning environment, and mathematics anxiety among post-compulsory stem students in Ukraine

Abstract

The study examines the specifics of resuming mathematics education during wartime disruptions, focusing on STEM programmes within post-compulsory settings in Ukraine. Based on an online survey of 153 students, the study uses ordinary least squares (OLS) regression models with heteroscedasticity-robust standard errors to evaluate the relationships among perceived stress (PSS-10), wartime constraints, learning interruptions (as an indicator of ‘resumption cost’), a supportive learning environment, and mathematics anxiety. The paper regards learning interruptions as a potential marker of educational vulnerability. Results indicate that higher perceived stress and a stronger perceived impact of wartime circumstances are associated with more learning interruptions, whereas a more supportive learning environment is associated with fewer interruptions. When learning interruptions are added to the mathematics-anxiety model, they remain positively associated with anxiety, while the coefficients for perceived stress and perceived wartime impact are attenuated and become statistically non-significant. This work contributes to the research in post-compulsory education by providing empirical evidence that a lack of institutional adaptation can reinforce inequality, whereas implementing ‘design for resumability’ becomes essential for ensuring equitable access to tertiary and post-compulsory education.