Assessing polish teachers’ competencies in working with Ukrainian refugee students: A comparative study across different contexts

Abstract

The rapid influx of refugee students from Ukraine has posed challenges to the education system and teachers in Poland. In the current study, we aimed to determine how teachers in Polish schools, at various stages of education, assess their own competencies to work with Ukrainian refugee students. The sample consisted of 684 teachers who declared that they worked with refugee students from Ukraine. The results indicate that teachers generally rate their professional competencies for working with these students as sufficient, with teachers working in lower primary schools and schools in rural settings assessing them as higher than teachers working in upper-secondary schools and schools in urban settings. Implications for practice are discussed. Implications for practice are discussed.