The present master’s thesis examines the challenges faced by school professionals in integrating Ukrainian pupils into primary schools in Slovenia. The first, theoretical part, presents the fundamental concepts of migration, with particular emphasis on the psychosocial consequences of displacement and war for children, which often manifest themselves as symptoms of trauma, anxiety and social exclusion. The thesis discusses the concepts of integration and inclusion, as well as the model of intercultural education, which promotes dialogue, tolerance and mutual learning as the foundations of successful inclusion. It highlights the role of the school as a protective factor that can provide children with a sense of safety, stability and belonging. The theoretical part also examines Slovenian legislation and strategic documents (including the Guidelines for the Inclusion of Children with Temporary Protection in Educational Institutions), which define the rights, obligations, and support mechanisms for immigrant children.
The empirical part of the thesis is based on qualitative research, with the sample consisting of professionals from various primary schools across Slovenia. Semi-structured interviews were conducted with them. The purpose of the research was to examine the challenges encountered by primary school teachers and counsellors when integrating Ukrainian pupils, the formal and informal inclusion strategies they use, and the ways in which they address the consequences of war-related distress and trauma among Ukrainian pupils with temporary protection status.
The results show that the greatest challenges in integration are related to language barriers, limited human resources and a lack of systemic and professional support for schools. School professionals report that although pupils generally adapt to the new environment relatively quickly, they require long-term and continuous language and psychosocial support. A positive school climate, peer involvement and assistance, and cooperation with parents and the local community prove to be key factors in successful integration. A holistic approach that goes beyond mere formal integration into the school system is essential for successful inclusion of Ukrainian pupils. Important aspects of effective inclusion include interculturally sensitive teachers, systemic support in the form of additional training and resources, and continuous psychosocial assistance for children and their families. The thesis emphasizes that the inclusion of immigrant pupils is not a one-time event but a process requiring the cooperation of the school, parents, the local community, and society at large.
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