This blogpost is written by Dr Volodymyr Proshkin and Dr Colin Foster, and edited by Dr Bethany Woollacott.
Volodymyr Proshkin is a mathematics education researcher at Loughborough University, UK. His work focuses on the intersection of mathematics education and refugee integration, drawing on his personal and professional experience as a Ukrainian researcher.
Colin Foster is a Reader in Mathematics Education at Loughborough University and is interested in the learning and teaching of mathematics in ways that support students’ conceptual understanding. He is particularly interested in the design and use of rich tasks in the mathematics classroom, and in finding ways to support students when solving mathematical problems.

In this blog post, Volodymyr and Colin explore the unique challenges faced by Ukrainian refugee students learning mathematics in UK schools, drawing on their recent paper (linked at the end of this blogpost). In this paper, they analyse interviews (with students and parents), and survey data (from teachers), identifying critical issues, such as language barriers, curriculum differences and the psychological impact of displacement. In this blogpost, Volodymyr and Colin summarise this paper, shedding light on potential solutions to the issues they found, and some implications for educational practices in diverse classrooms.

Introduction

Imagine being a teenager, uprooted by war, and thrust into a classroom where not only the language but also the teaching methods and cultural expectations are entirely unfamiliar. This is the reality for thousands of Ukrainian students currently adapting to UK schools. While mathematics is often described as a universal language, for these students, it has become a maze of unfamiliar terminology, symbols and expectations. This is concerning as mathematics is not only a vital academic subject, but also a foundation for many career paths. In the following, we explore the experiences of Ukrainian refugee students learning mathematics in the UK, highlighting their unique struggles and offering insights that could improve outcomes for other displaced learners.

Background

Following the outbreak of the war in Ukraine in 2022, the influx of Ukrainian refugees into the UK has brought unique educational challenges. Unlike many other refugees, Ukrainian students often engage in “dual schooling”, simultaneously attending UK schools and continuing their Ukrainian education online. Dual-schooling complicates the integration of Ukrainian students into the schooling system and creates unique challenges, particularly in mathematics, where curriculum expectations differ significantly between the two countries.

In our paper we sought to understand these challenges and consider how they might be addressed, collecting the perspectives of pupils and parents through interviews, and teachers’ perspectives via a survey. We detail four key findings below:

1. Language Barriers

Language was the most reported challenge for Ukrainian students. Mathematical English, with its complex vocabulary and syntax, appeared to pose additional hurdles beyond conversational English. As one student noted:

 “I didn’t raise my hand in the first months because I didn’t understand anything.”

Though the survey indicated that teachers were aware of these barriers, half of the surveyed students reported no specific measures being taken to accommodate their language needs, suggesting that teachers struggled to effectively bridge this gap.

2. Differences in Curricula

Ukrainian students reported frequently encountering a curriculum in the UK that felt simultaneously less rigorous and more fragmented than what they were accustomed to in Ukraine. While they reported that arithmetic and algebra were often easier, geometry and probability were taught differently or earlier in the UK, leading to confusion. One parent remarked:

“Mathematics in the UK appears easier, but this lack of challenge reduces motivation”.

3. Social and Emotional Challenges

Adapting to a new socio-cultural environment, compounded by the trauma of displacement, left many students struggling emotionally. Teachers noted that students sometimes withdrew or lacked engagement, hindering their learning. However, the supportive and less authoritarian teaching style in UK schools appeared to help some students feel more comfortable and willing to participate.

4. Organisational Challenges

Students and parents felt that difficulties were created by the lack of textbooks, differing expectations for homework, and the integration of calculators into lessons. Ukrainian students, accustomed to a more structured and demanding system, reported often feeling disoriented by the more flexible approach in the UK.

Discussion and Conclusion

Our research highlights an urgent need for targeted interventions to support Ukrainian refugee students in mathematics. These could include:

• Enhanced Teacher Training: Educators need professional development to understand the cultural and educational backgrounds of refugee students and to develop effective strategies to support them.
• Language Support: Schools must prioritise language development in mathematical contexts, leveraging tools such as visual aids, bilingual resources and collaborative learning.
• Curricular Bridging: Aligning aspects of the Ukrainian and UK curricula could reduce confusion and provide students with a clearer progression.

As one student reflected, “It is easier to study here because teachers are kind and understanding,” underscoring the importance of maintaining a supportive environment. However, without addressing the systemic challenges discussed, the full potential of these students is likely to remain untapped.

Educational Impact

Prioritising Language in Mathematics:

Schools should integrate language-focused strategies into mathematics lessons to reduce barriers for all multilingual learners.

Rethinking Assessment and Support:

Flexible and transparent systems of assessment, along with a structured yet empathetic approach to homework, could better meet Ukrainian students’ needs.

Paper referenced in this blogpost:

Proshkin, V., & Foster, C. (2025). Challenges faced by Ukrainian students learning mathematics in UK schools. Cambridge Journal of Education, 55(1), 39-71. https://doi.org/10.1080/0305764X.2024.2444453

Disclaimer: A ChatGPT model was used to support the writing of this blogpost. For more information, contact b.woollacott@lboro.ac.uk