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On June 20, the Ukrainian Language Education Centre (ULEC) hosted a thought-provoking webinar titled “Processing Uncertain Futures of Ukrainian Refugee Children in German Schools Following the Russian Invasion.” The session featured speakers Dr. Ellen Kollender and Dr. Dorothee Schwendowius, who shared findings from their collaborative research on the educational challenges faced by Ukrainian refugee students in Germany.

Drawing on in-depth interviews with teachers, principals, and social workers, as well as a review of educational policy documents, the presenters examined how German schools have responded to the arrival of refugee children following the Russian invasion of Ukraine. Their research highlights systemic gaps in the education system, especially in its ability to accommodate the complex needs of students experiencing forced displacement.

A central theme of the discussion was the concept of “institutional timescapes” - the structured expectations around time and progress in the school system. The speakers explained how pressures to quickly integrate refugee students often clash with the students' lived realities, including trauma, disrupted education, and uncertainty about their futures. Many children remain psychologically and emotionally attached to returning home, which affects their engagement in school and the process of language learning.

The speakers noted that although there have been policy shifts toward inclusivity, implementation on the ground remains inconsistent and fraught with ambiguity. This is further complicated by the sociopolitical climate in Germany, where increasing right-wing populism creates a challenging environment for sustained refugee support. Educators expressed concerns about balancing the expectations of integration with the day-to-day realities of working with students in highly diverse and emotionally complex situations.

The speakers called for a reevaluation of current educational frameworks, emphasizing the need for trauma-informed approaches and more flexible, responsive teaching practices. They advocated for empowering educators to critically question institutional norms and to create space for the unique experiences of refugee children.

The webinar concluded with a recognition of the urgent need for continued dialogue, international collaboration, and further research on refugee education. ULEC remains committed to supporting these conversations through future webinars and initiatives aimed at advancing inclusive education for all displaced learners.

For those who were unable to attend the webinar live, a full recording is available on ULEC’s YouTube channel: