Among the challenges related to the increasing number of people arriving in Slovakia after fleeing the war in Ukraine is the integration of refugee children into the Slovak educational system. Education in Slovakia has long overlooked the specific needs of migrant children, and this crisis has exposed the system's deep limitations in relation to their specific needs.

It is not only barriers within the system that limit these children's integration, however. Experts are also emphasising the urgency of prioritising their education in general, as only a limited share of children with temporary protection attend either pre-school or school education. For instance, less than 40% of children of compulsory education age who are beneficiaries of international protection actually attend Slovak schools.

A recent analysis by the Centre for Educational Analysis, commissioned by the Municipality of Bratislava - the capital of the Slovak Republic - points to the main problems associated with the integration of children from Ukraine into the education system in Slovakia. It argues that Slovakia has not yet been able to successfully integrate children fleeing the war in Ukraine into education because:

• most children from Ukraine still do not attend schools in Slovakia;
• the existing tools for learning the Slovak language are insufficient (language courses are too short in duration, there is a lack of obligation to provide children with language support, etc.);
• schools lack the financial means to provide children with individualised learning support;
• systemic tools in the field of supporting children's social needs and their mental health does not exist in Slovakia;
• there is a lack of more comprehensive support for teachers (mainly education and methodical recommendations are available, which not all schools have the conditions to put into practice).

As a result of this situation, children from Ukraine are at risk of worse educational results and subsequent problems when applying to the labour market. Limited knowledge of the Slovak language can limit their opportunities to establish relationships with people who already live in Slovakia, as well, which in turn creates conditions for their social exclusion, which would be a problem for the whole society.

Recommendations for steps to be taken including ensuring the inclusion of all children from Ukraine into schools in Slovakia, including through improvements to the support system for Slovak language learning for migrant children. Another crucial recommended measure is the provision of complex targeted learning, social and emotional support. Last but not least, the analysis recommends the provision of complex methodological support and guidance for school employees working with refugee children.