Challenges faced by Ukrainian students learning mathematics in UK schools

Previous research on how UK schools can meet the needs of refugee students has not focused on Ukrainian refugee students’ learning of mathematics. This refugee group faces specific challenges, as it studies in two different schools simultaneously: one in the UK with face-to-face instruction and the other in Ukraine with distance learning, following different mathematics curricula. We examine the experiences of Ukrainian refugees studying in UK secondary schools, focusing particularly on their mathematics learning. We interviewed Ukrainian refugees aged 11 to 17 years (N=23), their parents (N=18), and conducted an online survey of mathematics teachers (N=21) who had recent experience teaching Ukrainian refugee students in the UK. We highlight specific challenges that Ukrainian students face, including language barriers, motivation, and social-emotional issues, as well as specific mathematical and organisational issues. We explore the uniqueness of these challenges and highlight the differences in mathematics teaching and learning in schools in the UK and Ukraine. We also identify the main issues perceived by mathematics teachers when teaching mathematics to Ukrainian students in UK schools.