Navigating superdiversity: Addressing the needs of Ukrainian refugee children through after-school programmes

Growing superdiversity is reshaping our understanding of refugee experiences, especially among children. In Poland, where cultural diversity had long been low, the arrival of refugees from Ukraine has rapidly transformed social and educational contexts. Prevailing approaches to forced migration emphasise trauma and victimhood, portraying refugees as passive recipients of aid. This study offers a different perspective by exploring, from the perspective of Edu Hub coordinators, how after-school spaces may respond to the psychosocial needs of Ukrainian refugee children. It interprets their perceived role through the concepts of place attachment and Third Places. It focuses on Edu Hubs in Kraków – after-school centres for Ukrainian children. Semi-structured interviews conducted in Ukrainian with six coordinators (N = 6) were analysed using Reflexive Thematic Analysis. Findings highlight coordinators’ observations of the challenges faced by children in relation to displacement, housing instability, and social disruption. The study identifies four key themes reflecting coordinators’ observations and interpretations of children’s needs and experiences: Personal Space and Agency, Unconditional Acceptance, Trust-Based Communication, and Community Building. The study further highlights how Edu Hubs may respond to the psychosocial needs of refugee children.