Between aspiration and reality: the educational pathways of Ukrainian refugee students in Czech secondary schools

The transition from lower to upper secondary education is critical to refugee youth integration. Drawing on career construction theory, particularly the construct of career adaptability, this study examines how Ukrainian refugee students in the Czech Republic choose upper secondary schools, prepare for entrance examinations and adapt after admission. Using a qualitative longitudinal design, we conducted 45 interviews with 17 students across three waves: before application, after examinations and during the first year of upper secondary education. Data were analysed through inductive coding, longitudinal within-case analysis and cross-case comparison. We identified four recurring trajectories: Committed to Success, Unrealised Potential, Grateful Pragmatism and Struggling and Lost. These represent distinct patterns rather than a hierarchy of success. Findings show that career adaptability is shaped by opportunity structures: systemic barriers, language difficulties, access to guidance and social belonging strongly condition students' pathways. High aspirations can motivate engagement but also cause disillusionment when institutional support is lacking, while students with lower initial career adaptability may achieve stability in supportive and accessible pathways. The study highlights the need for targeted career guidance, structured exam preparation, and flexible movement between vocational and academic tracks to reduce educational disengagement.