In light of the rising number of migrants and refugees in Poland following the outbreak of war in Ukraine in 2022, addressing social inequalities has become a crucial component of integration efforts. The concept of social justice is central to addressing these inequalities. Fraser (1997) argues for a dual approach to justice, emphasizing both redistribution of resources and recognition of cultural diversity as its essential components. The Intercultural mobile educators (IME) program implemented by the Foundation for Freedom in Warsaw’s selected day care centers and primary schools aligns with this framework by redistributing support to under-resourced institutions and recognizing the unique needs of migrant families, thus promoting and creating equitable opportunities within educational systems for all children. 

Research highlights the pervasive impact of inequality on migrant children, particularly within educational and support systems. According to Banks (2009), unequal access to culturally responsive education exacerbates marginalization, hindering students' academic and social development. Studies across the EU reveal that, overall, migrant students achieve lower results compared to their native peers, a disparity that appears to persist into adulthood (Flisi et al., 2016). 

In the Polish context, the integration of Ukrainian students into the education system highlights significant challenges. Preparatory classes, while intended to help, often lead to isolation. Teaching Polish as a foreign language lacks standardization, and the dual participation in Polish and Ukrainian educational systems complicates integration further. Teachers face difficulties managing multicultural classrooms, while grading systems fail to adapt to diverse needs. Emotional challenges remain pressing, with refugee students’ needs persisting, and new ones emerging among Polish students. Psychological and pedagogical support continues to fall short, and parental involvement among Ukrainian families is limited. Intercultural assistants play a vital role in fostering student well-being and integration, but schools still face systemic challenges due to the lack of stable, long-term solutions. Addressing these issues is essential to create an inclusive and supportive educational environment (CEO, 2023; Chrostowska, n.d.). Assume that the influx of displaced families has amplified existing disparities within the educational system (Kościółek, 2020; Markowska-Manista, 2019; RPO, n.d.) and support system (Zubala & Tomaszewska-Pękała, 2024).

Language proficiency is a primary determinant of educational success, yet many migrant children face significant delays in acquiring the dominant language of instruction. Without adequate support, these lags can result in lower academic performance and reduced social integration, perpetuating cycles of inequality (Petrovic & Olmstead, 2001). 

Social inequalities extend beyond the classroom into broader societal interactions, where cultural barriers and implicit biases influence the experiences of migrant families. Studies on intercultural integration emphasize that lack of cultural competence among educators and institutional staff can unintentionally reinforce stereotypes and enhance exclusion (Holliday et al., 2010). 

Furthermore, systemic inequalities often prevent migrant families from fully participating in community and institutional decision-making, reinforcing exclusion and disempowerment. The comparative integration theory proposes a shift in perspective from asking why individuals fail to integrate socially to questioning why institutions lack inclusivity. Crul and Schneider (2010) contend that integration practices are shaped by specific institutional contexts, such as legal status, access to citizenship, and policies that influence the opportunities for inclusion in areas like education and employment.

The Intercultural mobile educators program directly addresses this gap by providing on an ad hoc basis multilingual educators who facilitate communication between migrant families, schools, and children, fostering an inclusive environment that supports linguistic and cultural diversity within support and educational systems. The exploration of the potential and limitations of  this practice  is the focus of this paper.

In March 2024, qualitative research was employed to explore experiences of intercultural mobile educators within the framework of the IME program. The methodology centered on conducting five semi-structured interviews based on a set of guiding prompts. The interviewees included the program's coordinator and initiator, as well as four individuals working as intercultural mobile educators commissioned by the Foundation for Freedom. The selection of participants was purposive, aiming to capture diverse perspectives on the program’s implementation, challenges, and impact. The semi-structured interview format allowed for flexibility while maintaining a focus on key themes such as the responsibilities of intercultural mobile educators, the strategies employed to address language and cultural barriers, and the challenges encountered in their work. This approach facilitated the collection of in-depth insights while enabling interviewees to share their experiences and reflections in a natural and unrestricted manner. The data obtained from these interviews provide a nuanced understanding of the practical dimensions of the program, the professional profile of intercultural mobile educators, and the potential of this form of support to promote social justice and inclusion in educational settings. The analysis of the data collected through interviews was guided by thematic analysis (Clarke & Braun, 2024), enabling the identification and interpretation of recurring patterns and themes related to the program’s objectives and outcomes. This approach allowed for a systematic examination of the data, ensuring that both explicit and implicit meanings were captured. By coding and grouping similar ideas, the analysis uncovered nuanced insights into participants' experiences, perceptions, and the broader implications of the program. This method also facilitated the exploration of unanticipated themes, shedding light on aspects that emerged as significant during the study. Overall, thematic analysis provided a robust framework for understanding the depth and complexity of the practice under analysis, aligning the findings with the overarching goals of the research.

This paper explores the strategies employed by IMEs to address the inequalities experienced by migrant families and children. The analysis outlines the responsibilities and professional profiles of intercultural mobile educators while reflecting on the potential of their work to promote an understanding that diverges from dominant cultural norms. In doing so, it highlights the importance of their contributions to creating socially just and inclusive educational spaces. The study's findings underscore the critical competencies of IMEs, including intercultural skills, language proficiency, interpersonal abilities, and pedagogical expertise. These attributes enable IMEs to effectively engage with children and families from diverse backgrounds, fostering trust and mutual understanding. Additionally, their external affiliation with the Foundation for Freedom equips them with resources such as training, supervision, and professional development opportunities, further enhancing their capacity to implement impactful interventions. At the same time, the research identifies inherent challenges in the IME model. The temporary presence of IMEs in institutions may hinder the development of long-term solutions. Successful implementation relies heavily on the openness and collaboration of institutional staff, requiring a delicate balance between IME's independence and integration into the existing framework. Furthermore, the financial sustainability of the program and its ability to scale remain contingent on external funding, posing limitations to its broader application. Despite these challenges, the innovative nature of the IME model holds significant promise. By leveraging mobility and intercultural expertise, IMEs can introduce new practices, foster cultural sensitivity, and provide emotional support to children navigating the complexities of migration. These contributions not only address immediate needs but also pave the way for systemic change in educational and support institutions. Future research and refinement of the IME concept will be essential to maximize its potential, addressing its limitations while reinforcing its strengths as a transformative approach to supporting migrant families in education and beyond.

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