The Difficulties Faced by Children Victims of War in the Education Process: A Study from the Perspective of Preschool Teachers

This study examines the difficulties faced by preschool teachers in Antalya, Turkey, in educating war-affected Ukrainian and Russian children. Using a case study approach, interviews with nine preschool teachers highlight challenges in language acquisition, social integration, psychological resilience, family engagement, and academic progress. The findings reveal that language barriers hinder communication and learning, while war trauma complicates children’s socialization and emotional well-being. Teachers’ efforts, including imitation techniques and group activities, were helpful but insufficient. Family involvement was often limited due to cultural and linguistic differences. Academically, children lagged behind their peers due to inadequate support programs. The study concludes with recommendations for bilingual education, trauma-informed teacher training, family-school partnerships, and inclusive pedagogical practices. It emphasizes the need for a multi-stakeholder approach involving schools, families, and policymakers to effectively integrate war-affected children into educational systems and foster their academic, social, and psychological development.