The aim of the project was to provide comprehensive didactic and methodological support for teachers working with children with refugee and migration backgrounds, based on the experience of French and Polish schools. The intended outcome of the project was the development of a publication that included an exchange of experiences, described observations, best practices, and support opportunities. Another result was a video report featuring teachers' reflections. The project also aimed to lead to activities involving training in intercultural communication, conflict resolution, psychoeducational support for parents, the creation of an intercultural network for all teachers, and the provision of mediation support for schools. The prepared educational materials and publications were intended to help develop teachers' competencies in multicultural schools. Collaboration with the L.E.A.R.N Institute from France enabled the exchange of experiences and the development of international recommendations supporting inclusive education in Europe, along with all planned activities. All objectives were successfully achieved. Thanks to these efforts, the project contributes to improving the quality of education and the adaptation of students.
In 2022, the Polish education system faced the challenge of accommodating nearly 200,000 Ukrainian students. According to the Ministry of Education and Science (MEiN), as of November 22, 2022, there were 191,576 children in Polish schools who had arrived after February 24, 2022. Teacher training centers were tasked with equipping educators with tools and knowledge for working in multicultural classrooms, a need further emphasized in documents such as the *Integrated Skills Strategy 2030*, published by the Ministry of Education. After analyzing reports from the School with Class Foundation, the Center for Citizenship Education (CEO), and Eurydice, Poland decided to collaborate with France, which has significant experience in educating migrant students. While France excels in educational support, it has less experience in addressing students’ personal needs—an area where Poland is particularly strong. This collaboration helped identify key needs, such as creating suitable learning conditions for refugee children, defining the characteristics of a multicultural school, and assessing students' progress. The project's goal is to provide comprehensive didactic support for teachers based on the experiences of Polish and French schools.