On the way to integration? The education of children with diverse migration experiences in Polish schools
Abstract
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.
References
Baranowska, A. S. (2020). Bariery integracji uczniów cudzoziemskich ze środowiskiem szkolnym [Barriers to the integration of foreign students into the school environment]. Studia Edukacyjne, 59, 215–236. https://doi.org/10.14746/se.2020.59.14
Bąbka, J., & Nowicka, M. (2017). Educational policy towards children of immigrants in Poland. Zeszyty Naukowe UJW. Studia z Nauk Społecznych, 10, 119–139.
Berry, J. (1997). Immigration, acculturation, adaptation. Applied Psychology, 46(1), 5–34. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x
Boski, P. (2009). Kulturowe ramy zachowań społecznych. Podręcznik psychologii międzykulturowej [The cultural framework of social behaviour. Handbook of cross-cultural psychology]. Wydawnictwo Naukowe PWN.
Cerna, L. (2019). Refugee education: Integration models and practises in OECD countries. Education Working Papers, 203. https://doi.org/10.1787/a3251a00-en
Chrzanowska, I., & Jachimczak, B. (2018). Uczeń z doświadczeniem migracji w edukacji. Diagnoza potrzeb i obszary wsparcia w ramach edukacji włączającej – uczeń cudzoziemski [Pupil with migration experience in education. Diagnosis of needs and areas of support in inclusive education – foreign pupil]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, 21, 87–102. https://doi.org/10.14746/ikps.2018.21.05
Dąbrowa, E. (2024). Segregacja czy integracja? – sytuacja uczniów ze słabą znajomością języka polskiego w oddziałach przygotowawczych [Segregation or integration? – Situation of students with poor Polish language skills in preparatory schools]. In J. Nikitorowicz, A. Młynarczuk-Sokołowska, & U. Namiotko (Eds.), Przestrzenie międzykulturowe w badaniach i praktyce edukacyjnej [Intercultural spaces in educational research and practice] (pp. 227–246). Wydawnictwo Uniwersytetu w Białymstoku.
Gębka-Wolak, M. (2019). Metodyka pracy z uczniami z doświadczeniem migracji. Język polski w klasach 4–8 [Methodology of working with students with migration experience. Polish language in grades 4–8]. Edukacja, 3(150), 68–84. https://doi.org/10.24131/3724.190306
Gulińska, A. (2021). Wsparcie ucznia z doświadczeniem migracyjnym w polskiej szkole [Providing aid to students with a migrant background in Polish schools]. Rozprawy Społeczne/Social Dissertations, 15(2), 40–54. https://doi.org/10.29316/rs/136360
Healey, M., & Healey, R. (2023). Reviewing the literature on scholarship of teaching and learning: An academic literacies perspective: Part 2. Teaching and Learning Inquiry, 11. https://doi.org/10.20343/teachlearninqu.11.5
Januszewska, E., & Markowska-Manista, U. (2017). Dziecko „inne” kulturowo w Polsce: z badań nad edukacją szkolną [The culturally “other” child in Poland: From research on school education]. Wydawnictwo Akademii Pedagogiki Specjalnej. https://www.aps.edu.pl/media/2391444/dziecko_inne_kulturowo_e-book.pdf
Komorowska, H. (2018). Wielojęzyczność w edukacji i poza nią [Multilingualism in education and beyond]. Języki Obce w Szkole, 2, 5–11.
Kościółek, J. (2020). Children with migration backgrounds in Polish schools: Problems and challenges. Annales. Series Historia et Sociologia, 4(30), 601–612. https://doi.org/10.19233/ASHS.2020.40
Krawczak, A. (2022). Sytuacja dzieci ukraińskich w Polsce [Situation of Ukrainian children in Poland]. In M. Sajkowska & R. Szredzińska (Eds.), Dzieci się liczą 2022. Raport o zagrożeniach bezpieczeństwa i rozwoju dzieci w Polsce [Children matter 2022. A report on threats to the safety and development of children in Poland] (pp. 354–375). Fundacja Dajemy Dzieciom Siłę.
Majcher-Legawiec, U. (2022). Oddział przygotowawczy w polskiej szkole [Preparatory department in a Polish school]. Fundacja Wspierania Kultury i Języka Polskiego im. Mikołaja Reja.
Miodunka, W. T., et al. (2018). Nauczanie i promocja języka polskiego w świecie. Diagnoza – stan – perspektywy [Teaching and promoting the Polish language in the world. Diagnosis – state – perspectives]. Wydawnictwo Uniwersytetu Śląskiego. https://doi.org/10.31261/OA.2018.0001
Nadachewicz, N., & Bilewicz, M. (2020). Nauczyciel wczesnej edukacji wobec wyzwań pedagogiki inkluzyjnej [Early childhood education teacher facing the challenges of inclusive pedagogy]. Wydawnictwo Adam Marszałek.
NIK Report. (2023). Kształcenie dzieci cudzoziemców w polskich szkołach [Education of children of foreigners in Polish schools]. Narodowa Izba Kontroli. https://www.nik.gov.pl/plik/id,28888,vp,31720.pdf
Tędziagolska, M., Walczak, B., & Wielecki, K. (2024). Uczniowie i uczennice z Ukrainy w polskich szkołach – rok szkolny 2023/2024. Raport z badań jakościowych [Ukrainian pupils and students in Polish schools – school year 2023/2024. Qualitative research report]. Centrum Edukacji Obywatelskiej. https://ceo.org.pl/wp-content/uploads/2024/10/Raport-Uczniowie-i-uczennice-z-Ukrainy-w-polskiej-szkole-rok-szkolny-202324.-PL.pdf
Seretny, A. (2024). Polszczyzna jako język szkolnej edukacji w perspektywie glottodydaktycznej [Polish as the language of school education in a glottodidactic perspective]. UNIVERSITAS.
Slany, K., Ślusarczyk, M., Struzik, J., & Warat, M. (2022). On the visibility and agency of migrant children in the contemporary world. Educational issues and challenges. Edukacja Międzykulturowa, 4(19), 127–138. https://doi.org/10.15804/em.2022.04.08
Stankiewicz, K., & Żurek, A. (2022). Edukacja dzieci uchodźczych w Polsce [Education of refugee children in Poland]. INFOS. Zagadnienia Społeczno-Gospodarcze, 5, 1–4. https://doi.org/10.31268/StudiaBAS.2022.07
Stankiewicz, K., & Żurek, A. (2023). Children of return migrants in a Polish school: Linguistic and (inter)cultural challenges. Polish Journal of Educational Studies, 75(1), 93–106. https://doi.org/10.2478/poljes-2023-0009
Tomasik, A. (2024). Szkoła dostępna dla wszystkich – z perspektywy dyrektora. Ocenianie uczniów z doświadczeniem migracji [An accessible school for all – from the principal's perspective. Assessing pupils with migration experience]. Instytut Badań Edukacyjnych.
Ward, C., & Kus, L. (2012). Back to and beyond Berry’s basics: The conceptualization, operationalization and classification of acculturation. International Journal of Intercultural Relations, 36(4), 472–485. https://doi.org/10.1016/j.ijintrel.2012.02.002
Acts of Law
Regulation of the Minister of National Education of 18 February 2011 on the framework programme of Polish language courses for foreigners, Journal of Laws 2011, item 306. https://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20230000901/O/D20230901.pdf
Regulation of the Minister of National Education of 9 September 2016 on the education of persons who are not Polish citizens and persons who are Polish citizens educated in schools operating within the education systems of other countries, Journal of Laws 2016, item 1453. https://sip.lex.pl/akty-prawne/dzu-dziennik-ustaw/ramowy-program-kursow-nauki-jezyka-polskiego-dla-cudzoziemcow-17693004
Regulation of the Minister of National Education of 23 August 2017 on the education of persons who are not Polish citizens and persons who are Polish citizens educated in schools operating within the education systems of other countries, Journal of Laws 2017, item 1655, as amended. https://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20230002301/O/D20232301.pdf
Act of 12 March 2022 on assistance to citizens of Ukraine in connection with the armed conflict on the territory of that country, Journal of Laws 2022, item 583, as amended. https://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20220000583/T/D20220583L.pdf
Copyright (c) 2025 Anna Żurek, Katarzyna Stankiewicz
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
-
The Author/Authors declares/declare that their publication is original has not been published before and is not currently being considered for publication elsewhere and does not include borrowings from other works which might cause Publisher's responsibility, does not infringe the rights of the third party and that their copyright on this publication is not limited. The Author/Authors will incur all the costs and will pay compensations which might result from the mendacity of the following statement.
-
The Author/Authors declares/declare that issues about publication ethics, have been appropriately considered.
-
The Author/Authors agrees/agree to publish the article free of charge in Multidisciplinary Journal of School Education in English or Spanish. The Editorial Board reserves the right to shorten the texts and change the titles.
-
As part of free publication mentioned in § 1, the Author/Authors agrees/agree to make the full electronic version of their article available in the Internet.
- The Author/Authors agrees/agree to index their article in databases at home and abroad, including abstracts and keywords as well as Authors’ affiliation in English and in other languages. The Author/Authors agrees/agree to pass on the information mentioned above to the owners of these databases.
-
The Author/Authors declares/declare that the article is free of plagiarism.
-
The Author/Authors declares/declare that funding and conflict of interest information has been included in the article.
-
The Author/Authors accepts/accept that the author is aware of the consequences of scientific dishonesty, which, once detected, will be documented and disclosed to the public, and information about it will be communicated to the relevant institutions (universities employing the authors, scientific societies, publishing houses, etc.).
-
The Author/Authors declares/declare to publish the text in the Multidisciplinary Journal of School Education under a Creative Commons Attribution-NoDerivatives 4.0 International License (CC BY-ND 4.0).
- For one Author. Please complete the Author Statement and send it to the editorial office. Please download, complete, scan and attach the file in the system during the submission process.
Download: Author Statement -
For more than one Author. The Authors declare to bear complete responsibility for the scientific reliability of the article submitted. The detailed contribution of all co-authors is defined. Please complete the Authors Statement-Authorship Contributions and send it to the editorial office. Please indicate the specific contributions made by each author (list the authors’ initials, e.g., JKH). Please download, complete, scan and attach the file in the system during the submission process.
Download: Authors Statement - Authorship Contributions
