Psychological Adaptation of Displaced Children to New Educational Environments: The Role of Parental Support

Autori:

Liliia BIELOUSOVA

Cod: ISSN: 1583-3410 (print), ISSN: 1584-5397 (electronic)
Dimensiuni: pp. 7-22

How to cite this article:

Bielousova, L. (2026). Psychological Adaptation of Displaced Children to New Educational Environments: The Role of Parental Support. Revista de Cercetare si Interventie Sociala, 92, 7-22, DOI: 10.33788/rcis.92.1

Abstract:

The primary objective of this research is to explore and analyze the mechanisms through which displaced children – those forced to relocate due to conflict, persecution, or humanitarian crises – adapt psychologically to new educational environments. Focusing on three distinct national contexts – the United States, Germany, and Poland – the study seeks to identify common and divergent factors that influence the success of this adaptation process. To achieve a multidimensional understanding of psychological adaptation among displaced children, the study employed a mixed-methods research design integrating both qualitative and quantitative analyses. The methodology comprised two core components: systematic Literature Review (2015-2026), comparative case analysis (United States, Germany, Poland). Evidence across contexts indicates that parental involvement, emotional support, and active engagement significantly enhance displaced children’s emotional adjustment, academic engagement, and sense of belonging. In the U.S., newcomer school programs with wraparound services benefit integration. In Germany, structured language and mentorship programs support students academically and socially. In Poland, schools provide psychological-pedagogical support and emergency educational accommodations. Nonetheless, socioeconomic hardship, parental stress, and systemic constraints attenuate these positive effects. Parental support emerges as a crucial buffer in the psychosocial adaptation process for displaced children. Nonetheless, institutional frameworks that empower parents – through language access, mental health services, and inclusive school policies – amplify effectiveness. Policy and programmatic interventions should be tailored to strengthen caregiver capacities alongside child-focused initiatives.