Aims and Objectives / Purpose / Research Questions: This qualitative case study investigates the role of multilingualism in the integration of Ukrainian refugee students in Polish schools following Russia’s 2022 invasion of Ukraine. It specifically asks: (1) What role does multilingualism play in the integration of Ukrainian refugee students in Polish schools? (2) How does proficiency in a commonly shared language influence the initial integration and emotional well-being of Ukrainian refugee students? and (3) What insights from this case study can inform broader understandings of refugee student integration in multilingual educational settings? Design / Methodology / Approach: The study employs a qualitative case study design, utilizing semi-structured interviews supplemented by drawings, and focus groups with six Ukrainian refugee students aged 7–13 who have been in Polish schools for at least six months. Data collection was conducted in Ukrainian, with parents present, and ethical protocols adhered to trauma-informed care practices. Data and Analysis: Data included individual interviews—supplemented by drawings from participants— and focus groups, yielding approximately 330 minutes of recordings and visual materials. Transcripts were analyzed using Braun and Clarke’s (2006) thematic analysis framework with MAXQDA software. Coding and theme development were collaborative, guided by translanguaging theory, Ager and Strang’s integration framework, and social-emotional learning principles. Findings / Conclusions: Findings reveal that while the linguistic proximity of Ukrainian and Polish provided some initial advantages, English emerged as a crucial mediator for communication and emotional comfort during the early stages of integration. Students also relied on Ukrainian and Russian, as well as non-verbal strategies such as gestures, to communicate. Cultural and social activities further facilitated belonging. The study concludes that multilingualism, supported by social-emotional practices, significantly contributes to both linguistic and emotional integration. Originality: This research addresses a gap in the literature by focusing on Slavic-speaking refugee students in an Eastern European context, an area and population that has received less attention compared to refugee integration in Western Europe. It highlights the interplay of shared linguistic roots, multilingual practices, and emotional resilience in shaping the integration of refugees. Significance / Implications: The study underscores the need for educational institutions to leverage students’ full linguistic repertoires and to integrate social-emotional learning into school practices. It advocates for holistic, inclusive approaches that go beyond assimilation, promoting both academic success and emotional well-being of refugee students in educational settings.
Фрідріх et al. (2025) studied this question.