A new study published in Journal of Youth Studies explores the educational pathways of Ukrainian refugee students during a particularly critical stage of their education—the transition from lower to upper secondary school in the Czech Republic. The study focuses on how students choose secondary schools, prepare for entrance examinations, and subsequently adapt to their new schools.

Drawing on a longitudinal qualitative design, the study followed 17 Ukrainian refugee students across three key moments of the transition: before secondary school applications, after entrance examinations, and during the first year of upper secondary education. In total, the researchers conducted 45 interviews, allowing them to trace how students’ aspirations, strategies, and educational experiences changed over time.

The analysis identified four distinct educational trajectories: Committed to Success, Unrealised Potential, Grateful Pragmatism, and Struggling and Lost. These trajectories do not represent a simple hierarchy from successful to unsuccessful students. Rather, they capture different ways in which young refugees navigate educational choices and constraints while attempting to build their futures in a new country.

A key finding is that high educational aspirations alone do not guarantee a successful transition. Students in both the Committed to Success and Unrealised Potential trajectories entered the transition with ambitious goals, yet their subsequent pathways differed considerably. For some, strong motivation, strategic planning, and access to support enabled successful admission to their preferred schools. For others, structural barriers and a mismatch between their aspirations and available educational opportunities led to frustration, declining confidence in formal schooling, and disengagement.

At the same time, the study challenges the assumption that students who initially lack clear educational or career aspirations are necessarily at greater risk of failure. Students following the Grateful Pragmatism trajectory often made pragmatic choices based on accessible schools, parental advice, or peer networks. Once enrolled, however, many gradually developed confidence, clearer vocational interests, and greater satisfaction with their educational pathway.

Overall, the findings show that refugee students’ educational trajectories are shaped by an interplay between individual aspirations and the opportunities available to them. Language difficulties, limited knowledge of the Czech education system, access to career guidance, institutional support, and social belonging can substantially influence whether students are able to translate their ambitions into viable educational pathways.

The study therefore highlights the importance of early and targeted career guidance, structured preparation for entrance examinations, transparent information about educational options, and greater flexibility between vocational and academic pathways. Supporting social belonging is equally important, as successful academic adaptation does not automatically lead to social integration.

Read the full article here:
https://doi.org/10.1080/13676261.2026.2717176