Students' Sense of (In)Security in the Context of Geopolitical Factors

Abstract

The research examines how geopolitical events, particularly the war in Ukraine, have affected students' sense of security in Lithuania and Poland and what impact this has on the quality of education. Armed conflicts, migration crises, and economic instability create a complex context of challenges related to emotional well-being and social integration, directly influencing the school microclimate and teachers' working conditions. Findings indicate that language barriers, cultural differences, and social tensions hinder refugee students' integration, leading to discrimination and bullying. This negatively affects their emotional well-being, motivation, and academic performance. Teachers face psychological pressure due to expectations of fostering inclusion without sufficient support. A content analysis of public discourse was conducted by reviewing media articles and institutional reports to examine public opinion on geopolitical events and their impact on schools. The analysis of official statistics allowed for an assessment of the dynamics of refugee pupils' enrolment, achievement and other indicators of social integration. The study highlights the urgent need for education policymakers to support teachers in managing emotional stress and fostering inclusive school communities. Strengthening educational resilience in response to geopolitical challenges is crucial for ensuring student well-being and learning outcomes.