There has been a lot of variability in how Ukrainian refugee children received education and language support in the Netherlands. Some children were immediately immersed in Dutch-only classrooms where they initially received support in English. Other children started off at language schools, with varying amounts of support in their home language (Ukrainian or Russian). There are also in-between cases where children studied in Dutch mainstream schools, but still received support in their first language. This research aims to study the consequences of these language support trajectories for children’s proficiency in Dutch and English, well-being, school performance and motivation to learn Dutch. 

• Anna Rijkers-Baranova
• Nataliia Rekonvald
• dr. Elena Tribushinina