Conference Program

Since February 2022, hundreds of thousands of Ukrainian families have been forced to leave Ukraine due to the full-scale aggression of the Russian Federation, seeking safety in other European countries. Czechia was among the first to open its borders and provide material, humanitarian, educational, and moral support to Ukrainians. At the same time, the country’s education system faced a number of challenges related to the integration of Ukrainian children who did not speak Czech, experienced stress, and encountered difficulties adapting to a new environment.

The aim of this qualitative study is to examine how Ukrainian pupils and parents perceive the support their children receive in Czech schools, as well as to determine how public opinion about Ukrainians in Czech society influences the educational process and interactions among pupils. The research was conducted in four lower secondary schools in Brno in 2025 as part of a grant-funded project supported by the Czech Science Foundation. The empirical data were collected through semi-structured interviews with 16 Ukrainian pupils and 16 Ukrainian parents.

The findings show that most Ukrainian pupils feel supported by Czech teachers and classmates both in the learning process and in extracurricular activities. This support is reflected in help with homework, participation in group projects, and additional lessons in the Czech language. At the same time, newly arrived students more often communicate only within Ukrainian peer circles due to the language barrier. Parents reported difficulties in finding a place for their child in a school, particularly in 2024–2025, but emphasized the friendliness and openness of teaching staff. They also noted a lighter academic workload and the absence of obligatory homework in Czech schools compared with Ukrainian schools.

A separate aspect of the study concerned the impact of changing public attitudes towards Ukrainians on the adaptation of families. Although most respondents did not report personal experiences of discrimination, some parents noted caution in the public use of the Ukrainian language and a tendency to communicate mainly within the Ukrainian community, remaining in a kind of “social bubble.” At the same time, these factors, according to the respondents, do not have a significant impact on their children’s academic performance at school.

The results obtained have practical significance for improving inclusive approaches in the Czech education system. They highlight the importance of intercultural support aimed at ensuring psychological well-being, meeting educational needs, and promoting the social integration of Ukrainian children into Czech society.