Description/Abstract
Schools play an important role in safety and stability for refugee students, including the Ukrainian school-age children who fled the war after Russia’s invasion in 2022. This brief summarizes findings from a study that used data from 24 interviews conducted in 2022 with teachers and mothers of Ukrainian refugee children attending elementary schools in Poland to examine the impact of forced migration on academic progress and socio-emotional well-being of refugee students. The authors find war and forced migration disrupt children’s school routines, but that schools can foster positive outcomes by teaching in the children’s native language, using cultural assistants, and practicing newly learned skills during school trips.
Document Type
Policy Brief
Date
10-23-2024
Keywords
Refugee Education, Refugee Students, Educational Policy
Language
English
Series
Policy Briefs Series
Acknowledgements
The authors thank Alyssa Kirk and Shannon Monnat for their edits on a previous version of this brief.
Disciplines
Educational Sociology | Education Policy | Public Affairs, Public Policy and Public Administration | Public Policy | Sociology
Recommended Citation
Franczak, Iwona, B. and Lutz, Amy C. (2024). How Can We Improve Educational Experiences for Refugee Students in Poland? Syracuse University Center for Policy Research, Policy Brief Series. Brief #14. Accessed at: doi.org/10.14305/rt.cpr.2024.2
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
