Abstract
Abstract Children need attention, especially those who have no home, family, school or friends. Refugee children are compelled to leave all of their belongings and to begin a new life in a place they have no idea or knowledge about. Educational institutions, teachers and friends are important for children. Can refugee children find what they expect from life in countries they migrated to? This study aimed to find out how refugee children experience life in a new place they resettled. The purpose of this article was to examine the way teachers identified and addressed the needs of refugee children as they encountered the standard curriculum in a state school in Denizli, Turkey, during the 2015–2016 school years. The method of the study is phenomenology. Seven teachers at the school provided information through semistructured interviews. Data were analysed by coding and trying to find themes and categories. Results showed that in order to achieve a successful educational program for refugee children, teachers should seek multicultural education to learn about students' backgrounds, including social and cultural values.
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