Adaptation of refugee children in Polish schools: Teacher-parent collaboration as a strategy for overcoming challenges

Research objectives and problems: The aim of the study is to examine teachers’ opinions about the adaptation of refugee children to Polish primary schools. The research problems are as follows: What are the main challenges in the adaptation of refugee children in Polish primary schools? How does teacher-parent collaboration contribute to the adaptation of refugee children in primary schools? Research methods: This study utilized a qualitative research strategy, combining a diagnostic survey with structured interviews and a case study method supported by observational techniques. Ten teachers from primary schools in Krakow (Poland) participated in structured interviews to share their insights into the challenges faced by refugee children. Process of argumentation: The adaptation process significantly influences a child’s school readiness, cognitive development, and academic achievement. This issue becomes especially critical for refugee children, who must overcome additional challenges within a new educational and social environment. Research findings and their impact on the development of educational sciences: The study’s results indicate that language and cultural differences are major barriers to the adaptation of refugee children. The adaptation process is closely tied to communication, emotional well-being, facilitation of learning in school, and the ongoing psychological support necessary in a new environment. A key factor determining the success of this process is the level and quality of cooperation between teachers and parents. Conclusions and/or recommendations: The adaptation of a refugee child is an extremely complex and multifaceted process that requires the involvement of both teachers and parents. In this context, an integrative approach is essential, as the success of teaching and learning depends on the quality of cooperation between these two stakeholder groups. Adaptation extends beyond language acquisition; it also includes emotional, social, and cultural support. Therefore, teachers must be adequately prepared to meet the challenges involved in integrating refugee children.