The Impact of the Geopolitical Context on Students' Safety at School: Insights from Lithuania and Poland

Abstract: Objectives and Purpose. This study investigates how geopolitical crises—particularly the war in Ukraine—have affected students' sense of safety in schools in Lithuania and Poland. It highlights the implications of refugee integration, societal tensions, and emotional well-being in educational settings during times of regional instability. Research Questions. The research seeks to answer the following questions: 1. How has the geopolitical context influenced the educational environment in Lithuanian and Polish schools? 2. What are the key factors shaping refugee students’ sense of safety? 3. What systemic responses have proven effective or insufficient in ensuring safe and inclusive schools? Theoretical Framework. The analysis is based on Bronfenbrenner’s ecological systems theory and the concept of psychological safety. These frameworks support a multi-level understanding of student well-being, integrating micro-level (classroom), meso-level (school-family), and macro-level (socio-political) influences. Methods and Approach. A qualitative comparative approach was applied, using content and discourse analysis of national and international media reports, institutional documents, and policy records from 2022 to 2024. The study focused on media portrayals and school narratives about refugee student experiences, integration efforts, and challenges. Data Sources. Data included journalistic articles from Lithuania and Poland, government statistics, Ministry of Education reports, and NGO assessments related to school integration, bullying, psychological services, and education policy shifts during the crisis. Findings. Key findings reveal that language barriers, cultural differences, and trauma-related behavior have complicated refugee students’ integration and heightened their vulnerability to bullying and social isolation. Teachers reported feeling unsupported and underprepared, while schools lacked clear guidance and adequate resources. Instances of violence and discrimination, driven by societal polarization and wartime narratives, further undermined emotional safety. Nonetheless, some schools showed resilience by employing inclusive practices such as trauma-informed pedagogy, peer support programs, and targeted psychological assistance. Educational Importance. This research underscores the essential role of schools in responding to crisis-driven displacement. It contributes to the broader understanding of how educational systems can (or fail to) ensure equity and well-being under geopolitical pressure. The study calls for more systemic investment in teacher training, intercultural competence, and psychosocial services to support both refugee and local students in volatile contexts. Connection to Conference Theme. The paper directly aligns with the ICSEI 2026 theme “Crossing Boundaries in Education”, particularly the sub-theme “Mental Health and Well-being in Education”. It contributes to the Crisis Response in Education Network by offering comparative, evidence-based insights on how schools in different national systems respond to global emergencies while striving to remain inclusive, sustainable, and safe for all learners.