Aim:
This article aims to analyze the medico-pedagogical aspects of negative learning experiences among university students during martial law in Ukraine, particularly in relation to personal initiative and cooperation; to explore the impact of these experiences on students’ health and well-being; and to identify preventive teaching strategies aimed at reducing traumatization and supporting students’ subjective well-being.

Material and Methods:
A total of 1650 participants took part in the study. The participants were future professionals studying at the bachelor’s and master’s levels of higher education at Bogomolets National Medical University, Borys Grinchenko Kyiv Metropolitan University, and Volodymyr Vynnychenko Central Ukrainian State University. The study was conducted over a period of three and a half years under the conditions of ongoing military aggression by Russian troops on the territory of Ukraine. The analysis incorporated the results of a 3.5-year study examining interaction styles among future professionals during learning under conditions of ongoing military aggression by Russian troops on the territory of Ukraine, with particular attention paid to the significant increase in passivity during group work. Correlation analysis was conducted to determine the relationship between increasing passivity in group activities during learning and increasing stress indicators.

Results:
The findings indicate that learning may have both positive and negative effects on students’ health, including sleep disturbances, eating disorders, decreased immunity, and exacerbation of chronic conditions. The negative effects of personal initiative were identified at three levels: self-perception, perception by others, and evaluation of outcomes. Negative experiences in collaborative activities were associated with rivalry, dominance, and neglect within group interactions.

Conclusions:
Preventing negative learning experiences in higher education, particularly in the areas of personal initiative and collaboration for sustainable development, requires teaching approaches that support students’ well-being, encourage conscious and balanced participation, and minimize the risks of traumatization and retraumatization during the educational process.