On the way to integration? The education of children with diverse migration experiences in Polish schools

Research objectives (aims) and problem(s): The study aims (1) to analyze the main educational solutions for children with migration experience in Polish schools, with reference to academic literature and current legal regulations from the last ten years; and (2) to evaluate how these solutions meet the needs of specific groups of pupils with migration experience, with particular attention to integration-support strategies and the barriers encountered in this context. Research methods: The study is based on a narrative literature review of selected academic publications, reports, and legal regulations from the last ten years concerning the education of children with migration experience, approached from an interdisciplinary perspective. The review was qualitative and intended to provide answers to research questions such as: What is the cultural diversity of Polish schools? What are the specific characteristics of the various groups of migrant pupils? What educational solutions are currently in place? How do they respond to the needs of diverse groups of migrant pupils? What support is provided for integration? What barriers to integration are posed by the adopted educational solutions? Process of argumentation: The article begins by presenting Polish schools as culturally diverse environments formed by different groups of children with migration experience. As a point of reference, selected acculturation strategies are then outlined and contextualized within the school setting. Next, the main educational solutions for children with migration experience implemented in Polish schools are described. A key section of the article analyzes the barriers to integration encountered by pupils with various migration experiences in the educational environment. Research findings and their impact on the development of educational sciences: Polish schools are currently characterized by significant cultural diversity and host pupils with a wide range of migration experiences. The needs of these pupils, including integration needs, vary according to their individual experiences. Language skills—particularly proficiency in the language of instruction—are crucial for successful integration. The main barriers to education for pupils with migrant experience include linguistic, educational, and emotional challenges. The study offers an innovative perspective by linking diverse types of migration experience to existing educational solutions and examining their significance for the integration of students into both Polish schools and Polish society. Conclusions and/or recommendations: There is considerable potential for integration through the inclusion of migrant pupils in mainstream classes; however, this may not be suitable for children with refugee backgrounds. Education in preparatory classes must be adapted to the specific needs of these pupils. The Polish education system requires changes toward becoming more inclusive and responsive to the individual needs and well-being of all children, with particular attention to the unique circumstances of pupils with migration experience.