How various adaptation schemes in the education systems of European countries affect the inclusion of refugee children from Ukraine in their educational system.

Abstract

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.

Ukrainian Refugees in Switzerland: A research synthesis of what we know

“…When designing support for Ukrainian refugees, these differences need to be considered. In a small ad-hoc survey in Poland, Germany, and the UK, Ukrainian refugees did not express significant difficulties for children in school, despite the limited language skills (Chovpan 2023).…”

“…A greater source of stress was the uncertainty about how long they would stay in the host country (Chovpan 2023).…”

Psychological and Pedagogical Aspects of Adaptation of Displaced Ukrainian Children to the Educational Environment of Another Country

“…They include external factors (ethnicity and culture, social class, material situation, cultural environment of the new country) and internal factors (individual characteristics of the child: abilities, character, behavioural strategies). The most significant factors that influence the process of children's adaptation include the economic factor, the factor of uncertain status, the psychological state of parents, mental or physical injuries, and a favourable atmosphere at school (Chovpan, 2023).…”

“…Children who are forced to flee their home country because of military operations are characterized by many psychological problems. These include communication problems (Chovpan, 2023), manifestations of negativism, psychosomatic disorders (Patel et al, 2023), emotional instability, etc. Besides, there is also the problem of adaptation to the education system and educational institution of another country.…”

“…This can lead to a decrease in their adaptation capabilities, behavioural disorders (Ruşitoru, 2017), negative emotional experiences, conflicts in the school environment (Yohani, 2011). As some researchers point out, the main problems faced by children of forced migrants are the difficulties of psychological adaptation (Chovpan, 2023).…”