Since the full-scale escalation of the war in Ukraine in February 2022, millions of children have faced severe and prolonged disruption to their education. Large numbers have sought refuge in neighbouring countries, with Poland, Moldova, and Romania becoming major hosts. These countries now accommodate tens of thousands of Ukrainian school-aged children, many of whom continue to navigate unfamiliar education systems while simultaneously maintaining online learning from Ukraine. This dual reality has created significant strain on children and caregivers, amplifying challenges related to learning, well-being, and social integration.
In response, Save the Children commissioned Triangle to conduct a comprehensive, eight-month study examining the quality of education available to Ukrainian refugee children aged 10–14 across the three host countries. Using a mixed-methods approach, including Key Informant Interviews (KIIs), Focus Group Discussions (FGDs), in-depth interviews, a large caregiver survey, and child-centred participatory methods, the research investigated the extent to which current educational models meet children’s academic and psychosocial needs. The study also assessed the availability of mental health and psychosocial support (MHPSS) services and explored barriers faced by marginalized groups, such as children with disabilities and Roma Ukrainian children.
The findings reveal a complex set of obstacles: language barriers that limit participation in host-country schools; inconsistent policy implementation and unclear enrolment pathways; shortages of cultural mediators, bilingual materials, and trained teachers; and major disparities between rural and urban areas. Children engaged in both online and in-person systems reported stress, academic overload, and reduced opportunities for socialization, while caregivers frequently struggled to navigate education options. Access to MHPSS remained uneven, with many families unaware of available services. Despite these challenges, the research also identified strong caregiver interest in in-person education, positive impacts of peer and community engagement, and examples of effective school-level integration efforts.
The study concludes with targeted recommendations for strengthening education and well-being support, including expanding language assistance, improving grade-placement practices, scaling MHPSS services, enhancing extracurricular and intercultural activities, and establishing clearer, more coordinated policy guidance. By addressing these systemic and community-level gaps, host countries and their partners can better ensure that Ukrainian refugee children have access not only to safe and inclusive schooling, but to the stability and support essential for their long-term development and resilience.
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