Society improves when all social groups have open and equal opportunities. Nowadays, one of the most sensitive social groups in the EU is refugee children who don’t get a proper education. In the future, this may lead to other important issues, which require immediate actions. The theoretical part examines the social and academic integration of refugee children, the current situation in the EU and good work practices. The experts’, survey research reveals the attitudes of educators towards the current refugee children’s educational challenges and possible solutions. According to specialists, the language barrier and the negative attitudes of people in the environment are the main educational challenges. There are different ways to overcome them; e.g. to prepare schools properly, to have a second teacher in a classroom, etc. However, it requires systemic work and cooperation. The problem disscussed in the article not all refugee children that come to Europe have appropriate conditions for education. For this reason, they might become socially isolated and it will be difficult for them to integrate into society. Research question: What are the major educational challenges for refugee children? Hypothesis: Refugee children often have their education interrupted. Research object: The education of refugee children The aim of the thesis: To examine the educational opportunities of refugee children. The objectives of the thesis: 1) to analyze the juridicial and theoretical assumptions of refugee children’s educational and social integration; 2) to examine the experience of European countries integrating refugee children into the educational system; 3) to explore the refugee children’s educational challenges. Research methods: The analysis of juridicial and research literature; surveys of expert’s.

The aim of this study is to examine the interest, attitudes and learning of refugee students living in Turkey towards social sciences lessons from the perspectives of both teachers and students. This phenomenological study was carried out with 20 refugee students in 10 different public schools in Trabzon province, in the 2016–2017 spring term. In addition, 13 social sciences teachers working in these schools participated in the study. The participants were chosen via the purposeful sampling method of criterion sampling. An open-ended interview form was applied in the data collection phase, and the data were analysed through content analysis. The findings revealed that the social sciences teachers had problems in communicating with refugee students due to language barriers, and they were unable to apply individualized instruction with these students due to the limitations of the curriculum. It was further established that the refugee students had a particular difficulty in learning Turkish history and culture-related topics, because they were exposed to these subjects for the first time. On the other hand, it came to light that the students performed better when social sciences teachers taught their lessons using simpler terminology, assisted with visuals. As the results of the study highlight the fact that the social sciences curriculum is too intensive to allow for individualized instruction, it is suggested that additional studies should be carried out with refugee students; moreover, refugee students may be peer-educated with the help of other refugee students who can speak Turkish.

If single refugees do not belong to any groups of vulnerable persons, the support for their integration in municipality of lasts 12 months. After this period, people begin an independent life in Lithuanian society. However, not all single refugees manage successfully to do this. The aim of the research is to reveal the need for continuity of the integration measures provided for single refugees in municipalities. The qualitative research was made using semi-structured interviewing. The participants of the study are five social workers, who work in non-governmental organizations and mentoring refugee integration processes in the municipalities. The study results suggest that support period for integration in the municipality is too short. The needs of single foreigners are the least satisfied when learning Lithuanian language, trying to establish themselves in the labour market, gaining professional skills or acquiring qualification, and renting a place to live in. In these contexts, single refugees face discrimination, bullying, language barrier, ignorance and lack of information, experience financial difficulties or even social exclusion. During integration, single refugees have the least difficulties with the healthcare system. Such process and not satisfied psycho-emotional needs encourage the emigration of single refugees. In order to successfully integrate people into Lithuanian society it is necessary to individualize the program, taking into account the particular experiences, abilities, needs of individuals as well as educating professionals of public services.

Kokią problemą kelia pabėgėlio figūra politinei filosofijai? Autorius imasi šios temos suskaidydamas ją į tris dalis: (1) kokia problema sukuria pabėgėlio būseną – tą, į kurią valstybės netekęs žmogus, bėglys, papuola?; (2) kokią papildomą problemą sukelia pabėgėlio statusas arba, kitaip tariant, kam tai yra problema arba su kuo ji susijusi?; (3) ar ši problema leidžiasi sprendžiama ir, jei taip, kokiomis kryptimis reikėtų dairytis pradedant ieškoti galimų alternatyvų? Tam, kad prie šių trijų klausimų priartėtume, temą galima suglausti į štai kokį klausimą, į kurį šis trumpas straipsnis bandys preliminariai, nesistemingai atsakyti: kaip išskirsime tas tikrovės sąlygas, kurios iš viso padaro galima, kad atsirastų žmogus be valstybės, arba pabėgėlis, ir kaip tuomet susidorosime su tomis šios galimybės sąlygomis ar jas pakeisime?