Forced migration movements are changing the social, demographic and cultural structures of countries following political unrest, civil war, and international interventions in Syria. The immigration of Syrians to Turkey has required intensive work, particularly relating to the education of refugee children. A systems theory framework supports the evaluation of inclusive education practices directed towards Syrian refugee children and highlights exclusionary pressures that persist. This chapter discusses the problems experienced by refugee children individually and the influence of family, teachers and peer groups in educational processes, community relations, and societal-level developments. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reserved.

DOI: 10.1007/978-3-031-14113-3_19

ISBN: 9783031141133