This article examines student academic performance through the lens of stress-related intersectionality among university lecturers in Ukraine during wartime. It presents empirical research on how professional stress, exacerbated by the military context, affects the pedagogical effectiveness of higher education lecturers and, as a result, student academic performance. The main stress factors identified include work overload, emotional burnout, administrative pressure, lack of institutional support, and war-related challenges such as danger, displacement, and the constant threat of attack. The study, conducted in three Ukrainian higher education institutions located in regions with different security and social conditions, included surveys, interviews, focus groups, and diary keeping with both teachers and students. The results confirm that stress during war significantly undermines the quality of teaching, student motivation and academic performance. The article proposes a set of stress management strategies, including organisational changes, psychological support systems in universities, the development of self-regulation skills, and professional mentoring. The implementation of these measures will strengthen the mental health of Ukrainian teachers and contribute to improving student academic performance in conditions of martial law. © 2025 Association for Research in Post-Compulsory Education.
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