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@article{2423150,
author = {Hlaďo, Petr and Lojdová, Kateřina and Obrovská, Jana and Šeďová, Klára and Lintner, Tomáš and Fico, Martin and Stupak, Oksana Yuriyivna},
keywords = {school adaptation, social adaptation; psychological adaptation; assimilation; integration; refugee students},
issn = {2210-6561},
journal = {Learning, Culture and Social Interaction},
title = {“The Schools Try, But...”: A Holistic Perspective on the Social Adaptation of Ukrainian Refugee Students in Czech Schools},
year = {2024}
}
TY - JOUR
ID - 2423150
AU - Hlaďo, Petr - Lojdová, Kateřina - Obrovská, Jana - Šeďová, Klára - Lintner, Tomáš - Fico, Martin - Stupak, Oksana Yuriyivna
PY - 2024
TI - “The Schools Try, But...”: A Holistic Perspective on the Social Adaptation of Ukrainian Refugee Students in Czech Schools
JF - Learning, Culture and Social Interaction
PB - Elsevier
SN - 22106561
KW - school adaptation, social adaptation
KW - psychological adaptation
KW - assimilation
KW - integration
KW - refugee students
N2 - After the Russian invasion of Ukraine, the Czech Republic faced an unprecedented influx of Ukrainian refugees. This presented an immediate challenge for Czech schools. The present research aims to examine the social adaptation of Ukrainian students in Czech schools from the holistic perspective of headteachers, teachers, parents, and the students themselves. We conducted semi-structured interviews with these actors from six lower secondary schools that enrolled the largest influx of Ukrainian refugee students throughout the 2022/2023 academic year. The analysis included 58 interviews that were analyzed using grounded theory techniques. According to Berry’s model of acculturation, the results show the tension between assimilation and integration. School actors and parents understand assimilation as the goal of social adaptation; however, assimilation can encounter challenges from the importance of ethnicity for students, the level of the Czech language, and the approach to friendship with Czech classmates. The process of students’ social adaptation is further influenced by the mode in which the students find themselves (openness to friendship, utilitarian friendships, and (self-)isolation) and the approach of the teachers (intervening, doubtful and inattentive non-intervening).
ER -
HLAĎO, Petr, Kateřina LOJDOVÁ, Jana OBROVSKÁ, Klára ŠEĎOVÁ, Tomáš LINTNER, Martin FICO and Oksana Yuriyivna STUPAK. “The Schools Try, But...”: A Holistic Perspective on the Social Adaptation of Ukrainian Refugee Students in Czech Schools. \textit{Learning, Culture and Social Interaction}. Elsevier, 2024. ISSN~2210-6561.
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