This paper examines the challenges and resilience of refugee mothers navigating early childhood education (ECE) systems, focusing on Syrian mothers in Türkiye. Using key research questions, the study explores their perspectives and offers suggestions for educational practices that address diverse needs:

1. What challenges do refugee mothers face in ensuring their children’s access to and success in early childhood education?

2. How do refugee mothers perceive and utilize available support systems, such as language courses, community networks, and educational programs?

3. What role do cultural and linguistic barriers play in shaping their experiences within the host country’s education system?

Since 2011, Türkiye has hosted over 3.6 million Syrian refugees, making it the largest refugee host country globally (World Bank Group, 2021). While Türkiye represents a place of hope for Syrian families, it also introduces challenges, particularly in adapting to new systems and regulations. Education is a significant concern for Syrian families as they work to secure quality schooling for their children. However, research on Syrian families’ educational experiences in Türkiye remains limited. Early studies primarily focus on gathering data from teachers working with Syrian children (Eranıl & Kasalak, 2024) and documenting enrollment challenges, retention rates, and disparities in educational outcomes (Aydın, 2022; Özer, Suna & Numanoğlu, 2021). Despite Türkiye’s policy efforts, ensuring continuity in education and a seamless transition to higher levels remains complex (Ökten, 2023).

This study specifically highlights the experiences of Syrian mothers and their interactions with the Turkish ECE system. It examines their awareness of early childhood education and the challenges they face in supporting their children. These challenges include language barriers, cultural adaptation, and limited access to resources. The research also delves into Syrian mothers’ perceptions of communication with schools, teachers, and parents, as well as their struggles with navigating school regulations, curricula, and administrative processes. 

To capture the complexity of these experiences, the study employs a qualitative, narrative research design. This approach prioritizes the voices of participants, allowing them to share their stories and perspectives. Twelve Syrian refugee mothers, selected from diverse socioeconomic and educational backgrounds, were recruited through community organizations and schools. Data was collected via semi-structured interviews conducted in Arabic or Turkish, with interpreters when needed. Interviews, lasting 60–90 minutes, focused on experiences with ECE, challenges, and aspirations, enabling participants to highlight issues of personal significance.

Findings show that many Syrian children face significant challenges adapting to life in Türkiye. Foundational skills like reading, writing, and numeracy are often difficult to develop (Tutar Çınar, 2024). For Syrian mothers, language barriers are a critical obstacle, limiting their ability to communicate with schools, understand requirements, and engage with other parents. Many lack access to Turkish language courses and are unaware of available resources. This language gap not only hinders their navigation of the education system but also limits their understanding of Turkish culture and societal norms. Unfamiliarity with school structures and a lack of knowledge about seeking assistance further complicate their efforts to support their children.

By examining these dimensions, this research provides actionable insights into the needs and challenges of Syrian families navigating Türkiye’s education system. It underscores the importance of creating inclusive and responsive educational environments for refugee families, contributing to broader goals of equity and social integration.

Globally, the discussion addresses the integration of refugee children into education systems, offering lessons from Türkiye’s experiences as the largest refugee host. The findings highlight pathways for building equitable and inclusive education systems in diverse contexts, aligning with the UN Sustainable Development Goals (SDG 4: Quality Education and SDG 10: Reduced Inequalities). These insights resonate with international audiences, particularly in countries facing similar challenges.

This study adopts a qualitative, narrative research design to explore the experiences of Syrian refugee mothers in Türkiye. The narrative approach prioritizes the voices of participants, allowing them to share their stories in their own words and contexts. This method is particularly suited to capturing the complexities of refugee mothers’ experiences, as it emphasizes personal meaning-making and emotional dimensions. This method provides mothers’ voices on their children’s educational journey. Twelve Syrian refugee mothers were recruited through community organizations and schools in Türkiye. Participants were selected based on their experiences navigating the Turkish early childhood education (ECE) system with their children. The sample includes mothers from diverse socioeconomic backgrounds and educational levels, ensuring a range of perspectives. Data was collected through semi-structured interviews, conducted in Arabic or Turkish with the assistance of interpreters when necessary. Interviews focused on participants’ experiences with ECE. The focus of the questions is demographic background, awareness and experiences with ECE, school selection and enrollment process, school life and child’s experiences, parent-school communication, financial and emotional investment, and school integration and support networks. Each interview lasted approximately 60–90 minutes and was audio-recorded with participants’ consent. The semi-structured format allowed for flexibility, enabling participants to elaborate on topics they found particularly meaningful. The data was analyzed thematically to identify recurring challenges— language barriers, cultural differences, and access to resources—as well as the various forms of support they seek and receive, including community networks, educational programs, and familial assistance. By centering on the mothers' narratives, this study aims to provide educators, policymakers, and practitioners with insights that can enhance early childhood education programs and support systems for refugee families. Ultimately, the findings contribute to a deeper understanding of how to foster inclusive and responsive educational environments that meet the needs of refugee children and their families.

Based on the interview questions and the context of the study, we found: Limited Awareness of ECE in Syria: Syrian mothers often have limited knowledge of formal early childhood education systems due to the inconsistent availability of such programs in Syria, especially amid the conflict. Challenges in School Selection and Enrollment: Syrian mothers face difficulties in selecting and enrolling their children in schools due to language barriers, lack of information, and unfamiliarity with the Turkish education system. Navigating the bureaucratic process can be complex, and some mothers may not know the required documents. Language Barriers and Communication Issues: Language difficulties are a significant challenge, as many mothers are not fluent in Turkish, limiting their ability to communicate with teachers, understand school requirements, and engage in school activities. Many rely on interpreters or family members for communication, but this dependency can be isolating. Emotional Experiences During Enrollment: The school enrollment process can be stressful for Syrian mothers, who feel uncertain and overwhelmed due to their unfamiliarity with the system and bureaucratic hurdles. Syrian children struggle to understand and follow Turkish school routines due to language barriers and differences in educational practices. These challenges can hinder participation in classroom activities and social integration with peers. Financial Burden of Schooling: School-related expenses, such as fees and supplies, can place financial strain on families, affecting their ability to fully participate in school events and activities. Teacher and School Communication: Syrian mothers rely on alternative communication channels like WhatsApp to contact teachers due to language limitations, which can affect their ability to address concerns and stay informed about their children's progress. Social Integration and Support Networks: Mothers often connect more with other Syrian families than Turkish families, leading to a sense of isolation and difficulty engaging with the broader school community.

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