Structure & Agency: Ukrainian Refugee Children As the Agents of Change in Poland
which migrants mediate between the fields of references that are “here”, “there” and “in-between”. In that
sense, they engage with home and destination countries and cultures, which are interactionally and
institutionally represented by multiple agents (Faist, 2009; Popyk et al., 2019). Investigating crucial moments,
turning points and agents of socialization in various fields (social, cultural, structural, or educational) help to
better understand the lives of forced migrant adolescents in a relatively homogenous Polish society.
The number of foreign-born schoolchildren in Polish schools has grown fivefold since Russia’s invasion of
Ukraine in 2022, which resulted in 1.6 million Ukrainians (mostly women and children) arriving in Poland
(UNHCR, June 2023).
Education of forced migrant adolescents requires particular attention, as they have already been prone to
multiple educational disadvantages caused by their migration status and traumatic experiences. The unequal chances of migrants for education rise when educational institutions cannot deliver equal educational opportunities or serve their primary functions due to functional changes or disturbing educational processes. Besides, children out of school are more likely to experience multiple disadvantages and later fall into the NEET (Not in Education, Employment, or Training) category. It is particularly important during the development period of becoming/being an adolescent, which itself causes various challenges in the formation of identity, sense of belonging, friendships, and psychological and social maturation and has significant effects on the adaptation, socialization, and integration in a new society.
This paper presents how Ukrainian refugee children navigate their transnational lives in times of war and uncertainty. The research is based on a four-year research project "Structure & Agency: Transnational and School Transitions of Ukrainian Forced Migrant Adolescents in Poland". The analysis is based on qualitative interviews with refugee children, their parents, teachers, and stakeholders.