Adaptation of Parents of Students Under Temporary Protection Status to the Education Process

The aim of this study is to identify the problems faced by parents of students under temporary protection status during the educational process. For this purpose, interviews are conducted with 40 Syrian parents holding temporary protection status. Among these participants, 18 are male, and 22 are female. The study takes place in 19 different classrooms at a primary school affiliated with the Ministry of National Education in Bolu province. The interviews are carried out face-to-face in the school environment. The research employs a phenomenological design, which is one of the qualitative research methods. Data are collected using an "Interview Form" developed by the researcher. The data obtained from the interviews with parents of students under temporary protection status are analyzed through content analysis. As a result of this analysis, eight themes are identified: Adaptation to the Cultural Environment, Language Barrier, Communication, Parental Support during the Adaptation Process, Homework, School-Parent Collaboration, Peer Bullying, and Friend Selection. These themes are interpreted under a total of 59 codes. The findings indicate that parents of students under temporary protection status experience significant language-related problems, which create difficulties in adapting to the cultural environment. It is also found that the language barrier plays a crucial role in the process of school adaptation. Additionally, it is revealed that these parents face financial constraints, and their contributions to their children’s education and homework are limited due to language-related challenges.