Since the war in Ukraine escalated in February 2022, the Polish education system has faced an unprecedented influx of refugee students. By October 2024, nearly 200,000 Ukrainian children were registered in preschools and schools—the highest number since the crisis began—posing new challenges for creating supportive school environments.
The aim of this presentation is to share the results of a comparative analysis of selected indicators of school well-being among students from Ukraine and their Polish peers. The study was conducted in 2025 with a sample of 1608 students, using standardized psychometric tools and scales adapted to the Polish context. Student well-being in the school environment was treated as a multidimensional construct including the following indicators: (1) perception of teacher practices in teaching and upbringing, (2) peer relationships, (3) motivational and emotional engagement in school learning, (4) academic achievement, and (5) positive and negative emotions related to school. One-way analysis of variance (ANOVA) was used to identify significant intergroup differences.
The results indicate significant differences in areas such as peer relationships and emotional engagement. Ukrainian students more frequently reported difficulties in peer relations and declared a higher sense of loneliness, while simultaneously demonstrating a positive emotional attitude toward school and highly valuing the support of Polish language teachers.
In the presentation, we will attempt to interpret these differences in the context of inclusive practices and the availability of psychoeducational support. The conclusions presented aim to support the development of more inclusive educational solutions and policies that foster the well-being of all students.
Book of Abstracts [Unofficial – Accepted Presentation, Abstract Submission Ongoing]
A Comparative Analysis of School Well-Being Among Students With Migration Experience From Ukraine and Their Polish Peers