‘They usually look happy.’ approaches to the adaptation of Ukrainian refugees in Czech schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F25%3A00597947" target="_blank" >RIV/68081740:_____/25:00597947 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14210/25:00140249

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/14681366.2024.2362965" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/14681366.2024.2362965</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/14681366.2024.2362965" target="_blank" >10.1080/14681366.2024.2362965</a>

Jazyk výsledku

angličtina

Název v původním jazyce

‘They usually look happy.’ approaches to the adaptation of Ukrainian refugees in Czech schools

Popis výsledku v původním jazyce

After the Russian invasion of Ukraine in 2022, a high number of Ukrainian refugee children came to the Czech Republic, a country with little previous experience with refugee schooling. This study explored how Czech lower secondary schools in the 2022/2023 academic year managed to adapt to Ukrainian refugee students. We collected data from six schools that received high numbers of Ukrainian students, we interviewed principals, teachers, Ukrainian students, and their parents. The findings show that principals and teachers prioritised the psychological dimension of school adaptation in terms of the well-being of the Ukrainian students, and the sociocultural dimension in terms of building their social relationships with Czech peers and teachers. Academic adaptation took second place. This prioritisation contributed to creating a pleasant schooling experience for the Ukrainian students but also resulted in lower academic demands on them. This may negatively affect their future educational opportunities.

Název v anglickém jazyce

‘They usually look happy.’ approaches to the adaptation of Ukrainian refugees in Czech schools

Popis výsledku anglicky

After the Russian invasion of Ukraine in 2022, a high number of Ukrainian refugee children came to the Czech Republic, a country with little previous experience with refugee schooling. This study explored how Czech lower secondary schools in the 2022/2023 academic year managed to adapt to Ukrainian refugee students. We collected data from six schools that received high numbers of Ukrainian students, we interviewed principals, teachers, Ukrainian students, and their parents. The findings show that principals and teachers prioritised the psychological dimension of school adaptation in terms of the well-being of the Ukrainian students, and the sociocultural dimension in terms of building their social relationships with Czech peers and teachers. Academic adaptation took second place. This prioritisation contributed to creating a pleasant schooling experience for the Ukrainian students but also resulted in lower academic demands on them. This may negatively affect their future educational opportunities.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogy Culture and Society

ISSN

1468-1366

e-ISSN

1747-5104

Svazek periodika

33

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

22

Strana od-do

1553-1574

Kód UT WoS článku

001242831500001

EID výsledku v databázi Scopus

2-s2.0-85195443462