The article compares how the children of Ukrainian refugees are included in the school systems of Poland, Germany, and the UK. The main factors influencing the school adaptation of refugee children are analyzed. We conducted an anonymous survey of schoolchildren's parents. It is concluded that most children went to school in the host countries and continue to study remotely in Ukrainian schools. The general situation with the inclusion of children in educational systems looks optimistic but requires further monitoring.

In this paper we discuss two aspects. First, we show how uncertainty affects the experience of parents with temporary protection status, even in the case of sufficiently favorable mechanisms for integration into host society, immediate protection status, and substantial material support. Moreover, until now, refugee children have had no real working mechanism for continuing their education in the country of origin, which in itself is a phenomenon of modern educational technology. We want to show how distance education makes its own special and separate contribution to education strategy at a time of the greatest uncertainty in the plans of refugee parents. An anonymous survey was conducted among the parents of schoolchildren refugees. It was concluded that among those who are in a state of most significant uncertainty, there is the greatest desire to complete all possible strategies in education for their children. It is necessary to develop more flexible criteria for different groups of refugee children, depending on their age and their parents' plans to return home.

The article compares how the children of Ukrainian refugees are included in the school systems of Poland, Germany, and the UK. The main factors influencing the school adaptation of refugee children are analyzed. We conducted an anonymous survey of schoolchildren's parents. It is concluded that most children went to school in the host countries and continue to study remotely in Ukrainian schools. The general situation with the inclusion of children in educational systems looks optimistic but requires further monitoring.

The contribution of this article shows how uncertainty affects the education vector for Ukrainian refugee parents. The concept of uncertainty is discussed, and in what way the uncertainty affects the educational strategy for the children of Ukrainian refugees. The Syrian children's experience in Turkey is a basis for the study. A survey was conducted among the parents of schoolchildren refugees. It was concluded that among those who are in a state of most significant uncertainty, there is the greatest desire to complete all possible strategies in education for their children. It is necessary to develop more flexible criteria for different groups of refugee children, depending on their age and their parents' plans to return home.