DOI: 10.26466/opusjsr.1980251 ISSN: 2791-9781

School principals’ views on the role of children’s school adaptation and educational continuity in Syrian families’ intentions to return

Halil Karadaş, İbrahim Halil Yılmaz
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This study examined how Syrian students’ school adaptation processes influence their families’ return intentions from the perspectives of school principals. The findings identified Turkish language proficiency as a central factor shaping students’ academic participation and social integration. However, language support practices varied considerably across schools and lacked a systematic and sustainable institutional framework. Although guidance and psychosocial support services contributed to students’ well-being, their accessibility and effectiveness remained limited. In contrast, inclusive school climates, positive peer relationships, and anti-discrimination practices emerged as key factors strengthening students’ sense of belonging and facilitating school adaptation. School administrators consistently reported that the majority of Syrian families were reluctant or cautious about returning to Syria. This reluctance was driven not only by continuing security and economic uncertainties in Syria but also by concerns over the potential disruption of their children’s educational trajectories. Overall, the findings indicate that education extends beyond its instructional function and is perceived by school principals as an important factor shaping migration and return-related decision-making. The study highlights the need for refugee education policies that recognize schooling as a central component of durable solutions and place educational continuity at the heart of long-term integration and return strategies.

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