The Future of Education

Edition 14

Accepted Abstracts

Teachers’ Cooperation in Providing Support Tailored to the Needs of Students with Migration Experience

Beata Papuda-Dolińska, Instytut Badań Edukacyjnych (Poland)

Katarzyna Wiejak, Instytut Badań Edukacyjnych (Poland)

Anna Błaszczak, Instytut Badań Edukacyjnych (Poland)


In Poland, an increasing number of children and students require additional educational support or specialized learning and teaching methods. Despite significant investments, these needs are often inadequately addressed, especially among groups such as refugees, including children and youth from Ukraine exhibiting signs of trauma. In the 2022/2023 school year, there was a rise in the number of refugee students, estimated at around 144,000. Teachers must adapt to the growing diversity in mainstream schools, using suitable teaching methods, ensuring safety, and promoting holistic student development. This need led to the "Accessible School for All" project, co-implemented by UNICEF and the Ministry of National Education. The project involves approximately 1,300 specialist teachers from across Poland, piloting a peer-mentoring cooperation model. Participants undergo a comprehensive training cycle, including e-learning, workshops, and practical interventions. These interventions can be crisis-oriented, responding to immediate problems, or strategic, focusing on building inclusive school cultures and effective teaching environments. Specialist teachers, acting as 'advisors for learning accessibility' (DDU), aim to create an inclusive school environment, extending beyond their specific expertise. Through selected interventions, they support the professional development of other teachers and directly assist students with educational and specialist needs. The project's goal is to strengthen school resources in diagnostic and post-diagnostic work, enabling schools to not only identify but also effectively address educational challenges.



Inclusive education, migration experience, educational intervention



[1] Helakorpi J., Dovemark M., Rasmussen A., Holm G.

(2023). Nordic Studies in Education, 43(2), pp. 111-127.

[2] Knopik, T., Papuda-Dolińska , B., Wiejak, K., & Krasowicz-Kupis, G. (2021). Projektowanie uniwersalne jako perspektywa metodyczna edukacji włączającej . Niepełnosprawność- Dyskursy Pedagogiki Specjalnej, (42), 53–69.

[3] Narkun, Z.,  Smogorzewska, J. (2019). Studying Self-Efficacy Among Teachers in Poland Is Important: Polish Adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) Scale. Exceptionality Education International, 29, 110–126.

[4] Herbst, M., Sitek, M. (2023). Education in exile: Ukrainian refugee students in the schooling system in Poland following the Russian–Ukrainian war, 58(4), 575 – 594.


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