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The purpose of this study is to examine the opinions of classroom teachers, administrators, students and parents regarding the inclusion of refugee students in Turkey’s formal education system. The research is a qualitative study with a case study model. The study was performed with 24 classroom teachers, 8 administrators, 12 Turkish and 12 refugee students and the parents of 8 Turkish and 8 refugee students from 3 primary schools.Semi-structured interview forms were used as data collection tools in the study,  and content analysis was conducted on the data obtained. As a result of the study, the inclusion process of refugee students in formal education was found to be positive, in terms of aspects such as facilitating adaptation, enabling cooperation/bonding, getting to know a different culture and making friends. However, this process was considered as an inefficient application due to reasons such as language-communication problems, disruptions in education, etc. As part of the research, efforts carried out in the process of including refugee students in formal education system are exemplified as enabling bonding by involving students in games, supporting adaptation, communicating with parents and giving closer attention to refugee students.

A Review of the Inclusion Process of Syrian Refugee Students in the Formal Education System of Turkey