Between Assimilation and Inclusion: Examining Teaching Strategies for Ukrainian Refugee Students

Abstract

Introduction: The 2022 Russian invasion of Ukraine led to a massive refugee crisis, placing major strain on European education systems. Poland, hosting the largest number of Ukrainian refugee students, faces significant challenges due to its rigid curricula, standardized testing, and monolingual policies. These systemic features hinder effective inclusion of refugee learners. Understanding teachers’ responses to this situation is vital to assessing the education system’s capacity for equity.

Research Aim: This study explores how Polish teachers manage integration of Ukrainian refugee students within a rigid, monolingual system.

Method: Using a qualitative approach, the study draws on fieldwork with in-depth, semi-structured interviews and classroom observations. This method provides insights into teachers’ strategies, linguistic obstacles, and assessment practices in daily school life.

Results: Teachers frequently implement informal, individualized strategies to support refugee students, relying heavily on personal initiative. However, systemic issues – such as language barriers and limited institutional backing – often lead to assimilation rather than true inclusion.

Conclusions: The findings point to the urgent need for systemic reform in Poland. Key recommendations include intercultural education, flexible assessments, and comprehensive teacher development. These steps are necessary to replace assimilationist practices with genuinely inclusive education.