According to data published by the UNICEF Refugee Response Office in Poland, nearly 9 million people fleeing the armed conflict have crossed the Polish-Ukrainian border since February 24, 2022. Out of the total number of Ukrainian refugees in Europe, it is estimated that over 1.6 million have found shelter in Poland, making it one of the primary host countries for this migrant group. Notably, women and children account for approximately 90% of the Ukrainian refugee population residing in Poland (UNICEF, n.d.). The study highlights the increasing demand for support for refugee families, particularly in large urban centers such as Warsaw. The large-scale influx of refugees from Ukraine poses a significant challenge to existing social care and support systems, necessitating new, tailored assistance strategies (Tarkhanova & Pyrogova, 2024). Unlike voluntary migration, which allows for preparation, forced migration leads to sudden displacement, causing severe stress and complicating adaptation (Borkowska, 2016). Beyond material aid, refugee families require comprehensive psychological support to mitigate trauma's long-term, intergenerational effects (Tarkhanova & Pyrogova, 2024).

Social capital within families plays a key role in the integration of migrant children, influencing both cultural adaptation and academic success (Białek et al., 2015; Borkowska, 2016; Popyk, 2023). Research indicates that strong social networks provide children with emotional and informational support, facilitating school adjustment and social skills development (Pérez et al., 2021; Salinas, 2013). However, for families to effectively support children, their well-being, coping strategies (Borkowska, 2016), and cultural adaptation - such as language proficiency and knowledge of local customs (Boski, 2009, cited in Borkowska, 2016) - are essential.

Family-school cooperation is critical for migrant children’s integration. EU reports emphasize collaboration between schools and migrant families in addressing not only educational but also broader social needs (European Commission/EACEA/Eurydice, 2019). Migrant children view their families as primary support in academics and peer conflict resolution (Slany et al., 2023), yet teachers report barriers such as cultural differences, language obstacles, and financial instability (Pyżalski et al., 2022; Slany et al., 2023; Trzcińska-Król, 2020; Walczak & Wielecki, 2024). Recommended solutions include bilingual staff, structured onboarding process, and inclusive school environments (Tędziagolska et al., 2023).

However, support provided by institutions outside the education system plays a huge role in assisting refugee families as well. Day-support centers (PWD) (Dz. U. 2011 Nr 149 poz. 887) offer not only educational assistance but also psychological support, social integration programs, and other forms of aid tailored to the needs of vulnerable children and their caregivers. By collaborating with local organizations and social services, day-support centers are to help bridge gaps in the adaptation process, fostering a sense of stability and inclusion in the host community. The conducted study focused on the urgent challenges that day-support centers had to address during the mentioned migration crisis in providing support to migrant families.

This study is exploratory in nature and employs qualitative research methods, utilizing both individual and group interview techniques. The research sample was purposefully selected and included staff from 14 Warsaw-based day-support centers with experience of working with migrant children. A total of 15 individual interviews were conducted with educators, while 3 additional individual interviews and 1 focus group interview were held with facilities’ managers. The primary research method was semi-structured interviews, based on a pre-prepared question guide. This approach ensured structured conversations while allowing flexibility for follow-up questions, enabling a deeper exploration of key topics and the collection of detailed data. Interviews were conducted either remotely or in person, depending on respondent preferences. Researchers interviewed educators and managerial staff separately, which encouraged more open and candid responses. The focus group interview with facility managers aimed to identify shared challenges and capture group dynamics and exchanges of insights. The collected data underwent qualitative analysis, primarily using thematic analysis. This method facilitated the identification of key categories and patterns in the responses. The analysis process involved iterative coding, allowing the emergence of main themes relevant to the research objectives and supporting the development of an interpretative framework. Preliminary findings were validated through an open discussion panel with various stakeholders including academics, researchers, local policy-makers, day-support centers staff, students, representatives of NGOs etc. The entire research process, including data collection, analysis, and presentation of initial results, was conducted from January to June 2024.

The interviews conducted with staff from day-support centers revealed various needs and challenges related to working with children and families who have migration experiences. These included demands for informational, material, psychological, communication (language), educational, and social integration support. A major issue faced by PWDs was the unstable living situations of migrant families, with many struggling with lack of permanent housing, financial difficulties, and limited access to employment. Cultural barriers also posed a significant challenge, particularly in relation to differences in parenting styles, authority perceptions, and expectations regarding education and child care. Additionally, some parents were hesitant to seek psychological support due to cultural stigmas around mental health diagnoses. Day-support centers responded by offering a range of solutions. These included providing informational support through meetings with families, creating networks of resources, and extending material aid such as food, hygiene products, and clothing. They also adapted their psychological support services, focusing on emotional and mental health challenges arising from migration and adapting to new environments. Centers increased the availability of psychologists and specialists fluent in Ukrainian to overcome language barriers. Furthermore, communication barriers were addressed through the use of translation tools and by hiring Ukrainian-speaking staff. Educational initiatives for parents, such as workshops on parenting skills, were also introduced. Additionally, summer programs and childcare clubs were expanded to assist families balancing work and family responsibilities. Finally, PWDs worked on promoting social integration by organizing events and workshops to encourage family participation and create a sense of community. The study emphasizes the importance of long-term, system-wide efforts to address the needs of migrant families, including continuous professional development for PWD staff, and enhancing institutional support networks. Strengthening these services can lead to improved social cohesion, community engagement, and the successful integration of migrant families into their new environment.

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