Akademik Veri Yönetim Sistemi
International Journal of Educational Research, cilt.133, 2025 (SSCI)
This study aims to examine the problems faced by Syrian refugee children attending schools in Türkiye and assess school counsellors' views on the interventions carried out for these students over five years (2018–2023). This research focuses on identifying changes in the challenges experienced by refugee children in their educational journeys and the measures implemented during this period. Data were collected from school counsellors working in both PICTES project and non-project schools across different cities in Türkiye. The data, obtained through a demographic information form and a semi-structured interview form, were analyzed using a phenomenological qualitative research design. A seven-step qualitative data analysis method was applied. The findings from the first and second data collection periods were evaluated separately, leading to the identification of codes, categories, and themes. The results indicate that language deficiency continued to be a determining factor in the adaptation challenges of Syrian students over the past five years, recurring across academic, social, and cultural adaptation categories. Additionally, it was found that Syrian students received support from school counseling services in 2018 primarily for adaptation and coping with trauma. In contrast, in 2023, support was primarily focused on school adaptation and academic achievement. However, challenges in cultural adaptation persisted in both periods. The importance of individual, group, and family activities in developing adaptive and language skills was emphasized.