The Problems Experienced in the Integration Process of Syrian Students into the Turkish Education System

Abstract

This study aimed to determine the problems experienced at schools in the integration process of Syrian students into the Turkish Education System according to 66 school principals from 10 different cities of Turkey. The study was designed with mixed research methodology. According to the research results, there are some problems about the physical condition of schools, the dialogue between Turkish and Syrian students, Syrian students' behaviors at school, the teaching methods of the teachers, administrative processes at school, parent-teacher association, teachers' communication with Syrian students and the supply of guidance services.

An Examination of Syrian Students’ Educational Experiences at School From the Reflections of Teachers

“…When teachers' views about the relationships of Syrian students in the school environment were evaluated, it was determined that in state schools, students' relations with each other, with their classmates and with their teachers were good (Taşkın & Erdemli, 2018). Other studies, however, reveal results such as prejudice towards Syrian students, cultural differences, forming a group instead of socialising with Turkish students, fighting, lack of attendance, lack of discipline, and inadequacy of counselling services (Şahin & Sümer, 2018;Tösten et al, 2017). It can be said that Syrian students' learning in isolation from Turkish students can cause them to be isolated from the society they live in rather than being integrated into it.…”

“…Syrian students experience difficulties due to starting school without orientation to school or solving language problems. Studies on this subject show that in terms of learning, Syrian students' inadequacy in Turkish skills means that they lack cognitive entry characteristics, which leads to low academic achievement in these children (Kiremit et al, 2018;Şahin & Sümer, 2018;Tösten et al, 2017). The most striking findings regarding academic barriers included having no academic plans for the future, giving no importance to education, attendance problems, inadequate preparation, lack of extra lesson support, level differences in class, lack of interest in lessons, lack of materials, weakness in comprehension and expression skills, and low motivation.…”

“…Displacement from the areas where they live results in dispersed family structures and interrupted education among refugees and asylum seekers. Although a great deal of value is placed on education in Turkey, difficulties are experienced in the education of Syrian students due to both the structure of the Turkish education system and of Syrian families (Çelik & İçduygu, 2018;Toker-Gökçe & Acar, 2018;Şahin & Sümer, 2018;Tumen, 2019). However, education is a human right.…”

School Improvement and Contextual Factors: A Qualitative Case Study on Educators’ Perceptions and Experiences

“…However, as most of them live in low SES areas in cities, there might be an intensive accumulation of refugees, which leads to a high number of Syrian refugees in neighboring schools as the student enrollment policy is based on student locations/addresses (Kalman & İşdar, 2019). Many problems including the language barrier, low SES among Syrians (Coşkun & Emin, 2016), and physical inadequacies (Şahin & Sümer, 2018) are faced in schools. Furthermore, some schools were far from the city center or located in a newly populated area or served as a transportation-centered school located in a district.…”

School Principals Views on Syrian Refugee Students’ Education in Turkey: Challenges and Recommendations

“…(SPP10) It was put forth by Sarıtaş et al (2016, p. 220) with regard to overcoming this problem that it was tried to make use of children who know Turkish in order to establish communication. A different method used for the integration of Syrian students to the Turkish education system was observed in another study as the placement of Syrian students who can talk Turkish next to the Syrian students who do not know Turkish (Şahin & Sümer, 2018). According to Aktay and Gültekin (2015) peer cooperation is a form of cooperation which is based on the development of new contexts by the peers within a socio-cultural context and establishing their own social environments through interaction.…”