The (Re)construction of Social Ties Among Ukrainian Children with Experience of War in Polish Schools: Teachers’ Perspectives

Abstract

The article aims to analyze the (re)construction of social ties of refugee children from Ukraine in Poland. It is also an attempt to describe the construction of "new" social ties by refugee children in the school environment during their inclusion in the education process in Polish schools. The article analyzes the main entities of the social structure and the relations of refugee children with: polish children and teachers. The results of quantitative research on a sample of N-1723 teachers in PL were analyzed in four research areas: 1. A. of the reconstruction of bonds in a new environment in the emotional dimension; 2. A. of the nature and transactionality of the bond; 3. A. of contacts with the reference group at school and in relation to teachers. From the quantitative research on the difficulties in the didactic and educational process in working with refugee children affecting the process of reconstruction of social bonds by refugee children, the vast majority can be stated that building new relationships and networks takes place correctly without aggressive behavior. Difficulties in building relationships and new bonds have children in classes (1–3). The new ties created have a positive impact on minimizing the psychological and social effects of war in the individual and group dimensions. 30% of students (refugees) notice an increase in difficulties in terms of motivation and willingness to learn. This tendency is noticeable in children studying in large and secondary schools. The features of (re)constructed social bonds should be considered primarily in the emotional, spatial and temporal dimensions. It can be concluded that the bonds are of a positive nature, and the presence of refugee children brings benefits to the school community.