There are currently 353,000 foreign students attending educational institutions in Poland, including 237,000 in primary and secondary schools. The majority – more than 202,000 – come from Ukraine, according to the latest report by the Center for Citizenship Education (Centrum Edukacji Obywatelskiej, CEO). The introduction of compulsory schooling for Ukrainian children has increased the number of foreign students, many of whom face challenges integrating into the Polish education system. Experts argue that mandatory Polish as a second language classes and closer cooperation between schools are essential.
Foreign Students in the Polish Education System
The report “Foreign Students in Polish Schools in the 2024/2025 School Year”, prepared by CEO in cooperation with the International Rescue Committee (IRC) Poland, shows that 237,000 foreign children and youth attend Polish primary and secondary schools. Most are Ukrainian – including 148,600 refugees and 54,100 migrants. Across all educational institutions, from preschools to adult education centers, there are 353,000 foreign students in total.
Among them, 295,500 (84%) are from Ukraine, 31,000 (9%) from Belarus, and 4,200 (1%) from Russia. The remaining 22,300 (6%) come from other countries. Within Europe, the largest groups are from Moldova (1,113), Bulgaria (873), and Germany (694). From outside Europe, the largest groups are from Vietnam (2,243), India (2,058), and Georgia (1,322).
“The question of how students from different countries adapt to the Polish education system is something that concerns us all. We hear directly from students that schools are the best place they’ve been, even though institutions and the ministry still face many challenges,” said Elżbieta Świdrowska, researcher and expert in educational integration, and author of the report.
Dropout Risk Among Older Students
The biggest concern is the dropout rate among older students. The CEO/IRC report shows that many foreign students do not complete their schooling, particularly between the third and fourth years of high school and after the first year of technical and vocational schools. Up to 35% of a given age group may leave the system at this stage.
“Teenagers often leave Polish schools before graduation or finishing their programs. This may be due to returning abroad, entering the labor market, or simply not receiving the support they need at school. We must address this quickly, because schools are the best place for young people to learn, grow, and thrive. As a society, we owe them the best possible school experience,” said Jędrzej Witkowski, President of CEO.
Decline in Polish Language as a Second Language Lessons
Another major challenge is limited access to Polish as a second language classes. In April 2025, only 36% of refugee students attended additional Polish lessons, including 48% of Ukrainian children. This share has been steadily declining — from 59.2% in April 2024 and 67.2% in April 2023.
“The key question is whether students’ knowledge of Polish is sufficient to learn other subjects. Data shows fewer students are taking Polish lessons — but is this because they have already reached proficiency, or because the classes are not suited to their needs?” asked Świdrowska.
According to Witkowski, making Polish as a second language classes mandatory would be a major step forward. “Educational success depends on language fluency. Schools should offer this support, and young people should be encouraged to use it,” he stressed.
Integration and Everyday School Life
Foreign students now make up 4.8% of all pupils in Poland, spread across schools — in 43% of institutions there are fewer than 10 such students. In total, foreign students are present in 67% of Polish schools (95–96% in Gdańsk, Zielona Góra, and Wrocław). More than 4 million Polish children attend schools with peers from other countries. Roughly one in three students spends several hours a day with Ukrainian classmates.
“This is everyday reality. We must develop new forms of communication, dialogue, and learning together. Schools are the place for this,” Świdrowska emphasized.
In smaller towns and villages, integration tends to be smoother. “We see Ukrainian children in primary schools being well-liked. They make Polish friends, and there is no hostility. On the other hand, they often form their own groups and do not fully integrate,” noted Anita Rucioch-Gołek, a teacher from Zbąszyń.
One area of concern is the presence of “foreign-only” classes, where only Ukrainian students are enrolled. Around 500 such classes operate in Poland. Experts warn that this may hinder integration with Polish peers and even risk marginalization within schools.
Family support can also be limited. “Many are single mothers working long hours to support their children. Communication between parents and teachers is often hampered by language barriers, especially when sensitive issues need to be discussed,” added Rucioch-Gołek.
Recommendations and Policy Support
CEO recommends prioritizing educational integration in national education policy, stressing that it benefits all students and affects both academic outcomes and overall school wellbeing. Experts also call for better data coordination between SIO, PESEL, and ZUS databases, as well as deeper analysis of older students’ situations.
“Schools have developed good practices over the past three years — in teaching, assessing, and integrating. What we need now is stronger exchange of experiences and peer learning among schools, to spread these practices more widely,” said Witkowski.
To support schools, the government has announced the “Friendly School” program for 2025–2027.
