This study explores the well-being of students with migration experience in Polish schools, focusing on teachers' perspectives regarding their specific needs, the challenges faced in supporting them, and the effectiveness of existing support mechanisms. The research is framed within a multidimensional approach to well-being and aligns with the European discourse on inclusive education, contributing to the understanding of how schools can better address the needs of migrant students.

The central research question guiding this study is:

What are the current needs, challenges, and forms of support concerning the well-being of students with migration experience in Polish schools from the teachers' perspective?

To address this question, the study examines:

1. The specific emotional, social, and educational support needs that teachers identify for students with migration experience.
2. The challenges teachers encounter in addressing these emotional, social, and educational needs in their daily practice.
3. The forms of support available in schools for students with migration experience and which of these teachers consider most effective in promoting well-being.

The study adopts a multidimensional approach to well-being, defining it as a state of positive emotions, engagement in school life, relationship-building, attachment to the school environment, and academic achievement. This perspective aligns with the PARMA model of well-being (Michaelson, Mahony, & Schifferes, 2012). The theoretical framework incorporates resilience theory (Masten & Garmezy, 1985; Rutter, 2000) and perspectives on inclusive education and social integration (OECD, 2018). A three-level framework (Lerner, 2006) is applied, considering:

• Individual factors (students' personal characteristics and emotional resilience),
• Relational factors (peer and teacher relationships), and
• Institutional factors (school policies and support structures).

This study employed a quantitative research design, utilizing the Computer-Assisted Web Interview (CAWI) method to collect data from teachers regarding the well-being of students with migration experience. The study aimed to capture teachers' perspectives on the needs, challenges, and available support mechanisms within Polish schools. Participants and Sampling The study involved 712 teachers from primary and secondary schools across three major Polish cities—Warsaw, Kraków, and Wrocław. These cities were selected due to their significant populations of students with migration experience (over 48,000 in Warsaw, 18,800 in Kraków, and 23,800 in Wrocław as of 2023). The sample was purposive, ensuring representation of teachers from schools with diverse student populations. However, achieving proportional representation by city was challenging due to variations in school engagement. To maximize participation and diversity, the study collaborated with local education authorities (e.g., municipal education departments); school administrators and directors; regional school supervision offices (e.g., the Mazovian, Lower Silesian, and Lesser Poland school inspectorates). Participation was voluntary and anonymous, and teachers were informed about the study’s objectives, data usage, and their right to withdraw at any point. The study utilized a custom-designed questionnaire, developed based on existing research on migrant student well-being (e.g., OECD, 2018; Rutter, 2000; Masten, 2001), and key elements of the Polish education system related to migrant student support. The questionnaire covered three key dimensions of well-being: - Emotional well-being – Teachers’ perceptions of students’ emotional challenges and available psychological support. - Social-integration well-being – Relationship-building, peer interactions, and inclusion in school activities. - Educational well-being – Academic progress, language learning support, and school engagement. To ensure validity and reliability, the questionnaire underwent content validity analysis by educational experts and school practitioners. Internal consistency testing was conducted using Cronbach’s alpha (α > 0.8), confirming strong reliability. Data Collection and Analysis: The survey was administered online over a period of three months. Responses were analyzed using descriptive statistics to identify trends in teachers’ perceptions. Comparative analysis was conducted to examine differences across school types (primary vs. secondary) and school sizes. Open-ended responses were subjected to qualitative thematic analysis to capture additional insights. These methodological choices ensure that the study provides a comprehensive, evidence-based understanding of the challenges and support structures affecting the well-being of students with migration experience in Polish schools.

This study provides insights into the well-being of students with migration experience in Polish schools from the perspective of teachers. The findings highlight both existing support mechanisms and critical gaps in addressing the emotional, social, and educational needs of migrant students. Emotional well-being support is prioritized, but not always sufficient. Teachers recognize the importance of emotional support, particularly in helping migrant students navigate the psychological challenges of adaptation. However, existing resources, such as school psychologists and counselors, are often limited or insufficiently tailored to the unique needs of migrant students. Language support is seen as essential but does not fully address broader academic challenges. Schools commonly provide language learning assistance, as teachers view it as a fundamental prerequisite for successful education. However, academic challenges extend beyond language barriers, and subject-specific support for students with migration experience is often lacking. While some schools implement peer mentoring programs and multicultural initiatives, teachers report that many migrant students struggle with peer relationships and a sense of belonging. The study identifies a mismatch between the support offered by schools and the actual needs of students, suggesting a need for more structured integration strategies. The study underscores the need for a more comprehensive, student-centered approach to migrant education in Poland and across Europe. The findings suggest that schools should expand teacher training programs focused on inclusive education and culturally responsive pedagogy; and strengthen institutional support systems to address both academic and social integration challenges. These findings contribute to broader European discussions on inclusive education, emphasizing the importance of creating more effective, equitable learning environments for students with migration experience.

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