Culturally responsive or politically constrained? Exploring teachers’ pedagogical practices in refugee education

Framed within culturally responsive pedagogy, this qualitative phenomenological study examines how teachers’ pedagogical practices and instructional strategies influence refugee pupils’ adaptation, inclusion and the classroom atmosphere. Drawing on interviews and classroom observations of 18 primary school teachers working with refugee pupils, the study analyses how instructional practices emerge at the intersection of individual teacher agency, policy ambiguity and institutional constraints. Findings reveal that pedagogical practices and preferences, shaped by both personal beliefs and the political climate, affect instructional strategies and the inclusion of refugee pupils. An inconsistent understanding of policy documents led teachers to develop their unique pedagogical practices through trial and error. However, without clear communication of refugee-related education policies, some teachers succeeded in creating humanistic and culturally responsive strategies, while a smaller group struggled to ensure inclusive and harmonious classroom environments. The study highlights how policy ambiguity and limited professional learning infrastructure produce structural teacher isolation and fragmented pedagogical responses, and calls for clearer refugee education policy frameworks, alongside sustained professional learning opportunities, to support equitable and inclusive practice.