A Case Study of A Russian Boy's Schooling Experience since the Russian-Ukrainian Conflicts
Keywords:
inclusive education, immigrant students, Bronfenbrenner's theory, students' resilience
Abstract
This case study explores the challenges faced by Alex, a Russian immigrant student attending school in Slovenia during the Russia-Ukraine conflicts in 2022. The study examines how the conflict impacted Alex’s academic performance, social integration, and mental well-being, highlighting alienation, discrimination, and the challenges of adjusting to a new educational environment. Through the lens of Bronfenbrenner’s ecological systems theory, the paper analyses the interactions between Alex’s immediate and broader social contexts, including family, school, and society. The research draws attention to the status quo of inclusive education in Slovenia, discussing the barriers and opportunities for supporting immigrant students in the classroom. Finally, the paper proposes practical strategies for educators to foster resilience in immigrant students, emphasising cultural sensitivity, social support, and developing a positive learning environment.
References
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[18] Phinney, J. S. (1989). Stages of ethnic identity development in minority group adolescents. The Journal of Early Adolescence, 9(1-2), 34-49.
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[20] Štemberger, T., & Kiswarday, V. R. (2018). Attitude towards inclusive education: The perspective of Slovenian preschool and primary school teachers. European Journal of Special Needs Education, 33(1), 47-58.
[21] Stepaniuk, I. (2019). Inclusive education in Eastern European countries: A current state and future directions. International Journal of Inclusive Education, 23(3), 328-352.
[22] Subban, P., Woodcock, S., Sharma, U., & May, F. (2022). Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education, 119, 103853. https://doi.org/https://doi.org/10.1016/j.tate.2022.103853
[23] Šuc, L., Bukovec, B., Žveglič, M., & Karpljuk, D. (2016). Primary school teachers' attitudes towards inclusive education in Slovenia: A qualitative exploration. Journal of Universal Excellence, 5(1), 30-46.
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[25] Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800. https://doi.org/https://doi.org/10.1016/j.tate.2022.103800
[26] Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.
[2] Armstrong, D. (2014). Educator perceptions of children who present with social, emotional and behavioural difficulties: A literature review with implications for recent educational policy in England and internationally. International Journal of Inclusive Education, 18(7), 731-745.
[3] Berry, J. W., Berry, J. W., Poortinga, Y. H., Segall, M. H., & Dasen, P. R. (2002). Cross-cultural psychology: Research and applications. Cambridge University Press.
[4] Bourhis, R. Y., Moise, L. C., Perreault, S., & Senecal, S. (1997). Towards an interactive acculturation model: A social psychological approach. International Journal of Psychology, 32(6), 369-386.
[5] Bronfenbrenner, U. (1992). Ecological systems theory. Jessica Kingsley Publishers.
[6] Chen, L., Gunderson, L., & Seror, J. (2005). Multiple perspectives on educationally resilient immigrant students. TESL Canada Journal, 55-74.
[7] Domingo-Martos, L., Domingo-Segovia, J., & Pérez-García, P. (2022). Broadening the view of inclusion from a social justice perspective. A scoping review of the literature. International Journal of Inclusive Education, 1-23.
[8] Hajisoteriou, C., & Angelides, P. (2017). Collaborative art-making for reducing marginalisation and promoting intercultural education and inclusion. International Journal of Inclusive Education, 21(4), 361-375.
[9] Hernández-Torrano, D., Somerton, M., & Helmer, J. (2020). Mapping research on inclusive education since Salamanca Statement: A bibliometric review of the literature over 25 years. International Journal of Inclusive Education, 1-20.
[10] Lesar, I., Čuk, I., & Peček, M. (2006). How to improve the inclusive orientation of Slovenian primary school—the case of Romani and migrant children from former Yugoslavia. European Journal of Teacher Education, 29(3), 387-399.
[11] Li, L., & Ruppar, A. (2020). Conceptualizing teacher agency for inclusive education: A systematic and international review. Teacher Education and Special Education, 44(1), 42-59. https://doi.org/10.1177/0888406420926976
[12] Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227.
[13] Messiou, K., & Ainscow, M. (2015). Responding to learner diversity: Student views as a catalyst for powerful teacher development? Teaching and Teacher Education, 51, 246-255.
[14] Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C., & Vitorino, T. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1), 45-61.
[15] Motti-Stefanidi, F., & Masten, A. S. (2013). School success and school engagement of immigrant children and adolescents: A risk and resilience developmental perspective. European Psychologist, 18(2), 126.
[16] Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
[17] Paat, Y.-F. (2013). Working with immigrant children and their families: An application of Bronfenbrenner's ecological systems theory. Journal of Human Behavior in the Social Environment, 23(8), 954-966.
[18] Phinney, J. S. (1989). Stages of ethnic identity development in minority group adolescents. The Journal of Early Adolescence, 9(1-2), 34-49.
[19] Schmidt, M., Prah, A., & Čagran, B. (2014). Social skills of Slovenian primary school students with learning disabilities. Educational Studies, 40(4), 407-422.
[20] Štemberger, T., & Kiswarday, V. R. (2018). Attitude towards inclusive education: The perspective of Slovenian preschool and primary school teachers. European Journal of Special Needs Education, 33(1), 47-58.
[21] Stepaniuk, I. (2019). Inclusive education in Eastern European countries: A current state and future directions. International Journal of Inclusive Education, 23(3), 328-352.
[22] Subban, P., Woodcock, S., Sharma, U., & May, F. (2022). Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education, 119, 103853. https://doi.org/https://doi.org/10.1016/j.tate.2022.103853
[23] Šuc, L., Bukovec, B., Žveglič, M., & Karpljuk, D. (2016). Primary school teachers' attitudes towards inclusive education in Slovenia: A qualitative exploration. Journal of Universal Excellence, 5(1), 30-46.
[24] Werner, E. E., & Smith, R. S. (1992). Overcoming the odds: High risk children from birth to adulthood. Cornell University Press.
[25] Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800. https://doi.org/https://doi.org/10.1016/j.tate.2022.103800
[26] Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.
Published
2025-02-14
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