Patchwork integration: Adaptation challenges of Ukrainian refugee children in Polish schools through the eyes of their mothers

Abstract

Schools have become central sites for the integration of Ukrainian refugee children in Poland, yet formal access to education does not necessarily ensure meaningful participation, belonging, or psychological well-being. This study examines how Ukrainian caregivers make sense of their children’s school adaptation as part of broader integration processes, focusing on children’s sociocultural and psychological adjustment. We conducted 26 interviews with Ukrainian refugee women caring for preschool- or school-aged children enrolled in Polish educational institutions. Using Reflexive Thematic Analysis, we developed Patchwork Integration as the overarching theme, reflecting the fragmented and uneven nature of school-based integration, which depended heavily on individual actors rather than coordinated system-level support. Five themes were identified: (1) positive surface narratives masking psychological distress and challenges ( All is good, or so it seems ); (2) individuals stepping in to compensate for systemic gaps ( Forced to step in when the system fails ); (3) pressure on children to conform culturally and linguistically ( Assimilation in the guise of integration ); (4) language as a marker of belonging but also psychological distress ( More than a language barrier ); and (5) the crucial but inconsistent role of relationships and agency in supporting adaptation ( Connected and capable: More than the systemic minimum ). Findings underscore the urgent need for coherent, system-level support that goes beyond well-meaning but improvised individual efforts.