Aim: Using time-delayed reflection of the day’s events, to determine what worries students the most and is perceived by them as informational uncertainty and emotional challenges that negatively affect their health and learning outcomes. Develop and experimentally test in the educational process of higher education institutions the effectiveness of reflective practicum on the gradual transformation of traumatic stress into a mobilizing factor of personal development and subjective well-being in conditions of informational uncertainty and emotional challenges. Materials and Methods: 1,500 future specialists who studied at the Borys Grinchenko Kyiv Metropolitan University and the Bogomolets National Medical University during the war were involved in the experimental work. Results: Students associate informational uncertainty and emotional challenges with what is happening in the country (the full-scale invasion of Russian troops into Ukraine has been ongoing for the third year), at work (students combine work with study), as well as during study, in the store, in transport, etc. Students react differently to informational uncertainty and emotional challenges that occur anywhere during the day. 2% of respondents did not feel any changes in their body. The rest of the respondents felt unpleasant changes: 98% headache, 80.2% – increased blood pressure, 78.8% – increased heartbeat, 45.6% – stomach discomfort, 39.4% – body chills, 22.2% – facial redness, 20.8% – body sweating, 12.6% – muscle stiffness, 8.4% – palm sweating, 6.2% – ringing in the ears, 5.6% – decreased blood pressure, 4.2% – darkening in the eyes, 1% – hand tremors. Ignoring these conditions during study reduces the effectiveness of study, since students quickly transition from the process of tension to the process of fatigue. Conclusions: In order to restore the optimally appropriate course of tension and fatigue processes in students, it is necessary to: 1) find out the duration of these processes; 2) determine factors that cause states of uncertainty and depression mood; 3) conduct five-minute reflective practicum at the beginning of practical and seminar classes, which train in the implementation of reflection, when the identified factors act as its objects; 4) practice the gradual transformation of traumatic stress into a mobilizing factor of personal development and subjective well-being in conditions of information uncertainty and emotional challenges.