<p>Since the 2022 full-scale Russian invasion, Ukrainian educators have experienced traumatic changes in the ways they teach students, work with colleagues, and attempt to maintain wellbeing. Surprisingly, few studies have investigated the current state of Ukrainian educators’ wellbeing, and even fewer have investigated how their wellbeing can actively be improved. To address this critical literature gap, a primarily qualitative, cross-sectional survey was distributed to educators in non-occupied territories in central Ukraine in Fall 2024. Structured tabular thematic analysis indicated mind-body-spirit practices, connecting with others, and engaging with art were the most frequently endorsed self-care practices. Furthermore, we demonstrate that Ukrainian educators perceive self-care as an effective means to not only enhance their own wellbeing while navigating the recent traumatic changes to their educational infrastructure, but to enhance their interactions and relationships with students and colleagues as well. Three themes emerged illustrating how educators perceive self-care to influence their own wellbeing: maintains/improves wellbeing, improves productivity, and positive influence. Four shared themes emerged illustrating how educators perceive self-care to influence their interactions and/or relationships with students and colleagues: effective communication, improved relationships, positive influence, and improved ability to help others. Additionally, effective teaching was a theme unique as to how self-care influences interactions and/or relationships with students, and collaboration was a theme unique as to how self-care influences interactions and/or relationships with colleagues. We conclude by applying our findings to actionable steps so educators can begin to practice self-care or can enhance existing self-care routines, both in and out of warzones.</p>