Abstract:

In this article are analysing links between educational factors and school environment, appropriate climate for inclusion of forced migrants’ children. In the context of school environment, it’s analysing teacher training about multicultural teaching, inclusion of non-formal education form to the curriculum, infrastructure of multicultural spaces and etc. Forced migrants’ children are classified as a vulnerable group experiencing social and educational exclusion. In order to achieve their social and educational inclusion, it is important to take into account various forms of educational integration at all levels, with particular emphasis on educational factors of institutional level.
The second part of the article introduces a broad part of the research on the educational factors of forced migrants - the results of the focus group. They highlight the importance of school community preparation, the application of non-formal forms of education, joint (forced migrants’ children and local) children social activities and intercultural cognitive activities. The role of the school infrastructure in the process of the creating a safe, inclusive environment at school for forced migrants was also highlighted. The article concludes with discussion and conclusions that can be useful to both the scientific community and practitioners.

Keywords:

Integration, school environment, forced migrants' children.