Abstract
The article is dedicated to the problem of psychosomatic disorders among schoolchildren, which is particularly relevant in the current VUCA world. The concept of instability, unpredictability, and uncertainty in modern realities has a negative impact on psychosomatic health, especially among school-age children, who are the most vulnerable to these factors. One of the key factors for the prevention and correction of psychosomatic disorders is cooperation with parents.The article presents the results of a pedagogical experiment consisting of three stages: diagnostic, formative, and control. The study aims to assess parents' awareness of psychosomatic disorders in schoolchildren and to experimentally evaluate the effectiveness of psychological and pedagogical conditions for their prevention and correction. The research confirms that parents play a crucial role in addressing this issue, as they shape their children's stress-coping strategies and emotional regulation skills. The authors conclude that collaboration between families and schools is essential for effectively tackling this problem and that systematic work with parents helps reduce the risk of psychosomatic disorders in children. The findings of the article may be useful for educators, psychologists, and students of pedagogical specialties and can be applied in educational institutions to implement effective psychological and pedagogical measures for preventing psychosomatic disorders in children.