Data on children of Ukrainian refugees staying in Israel Based on questionnaires distributed by ASSAF to 57 Ukrainian mothers

February 2024

State estimates indicate that around 3,000 Ukrainian children have sought refuge in Israel since the onset of the war in Ukraine. Once residing in Israel for three months or longer, these children become eligible to enrol in the public education system.

Based on surveys conducted by ASSAF among 57 Ukrainian refugee mothers (representing 87 children who arrived with them in Israel, typically two or three children per family), the data reveals that a significant majority, approximately 89.5%, have been enrolled in the Israeli education system, attending kindergartens and schools in their respective residential areas. However, it’s concerning that around 10% of Ukrainian refugee children are not enrolled in any educational framework in Israel, despite the mandatory education laws. The reasons behind this discrepancy are diverse, prompting several questions and raising concerns.

Some children face challenges in finding suitable educational settings within their residential neighbourhoods, such as those in ultra-orthodox areas. Others encounter barriers to attending school due to bullying and harassment by peers, exacerbated by language differences that hinder effective mediation by educational staff. Additionally, some children are denied access to schools for the (unlawful) reason that they hold a tourist visa and have not come to Israel under the Law of Return. However, there exists a disparity in the approach of local authorities towards Ukrainian refugee children, as well as discrepancies among different schools within the same jurisdiction. For instance, in one school in Bat Yam, no additional Hebrew language support is provided to a child under the assumption that such assistance is not extended to “tourists.” Conversely, in another school in Bat Yam and in Petah Tikva,  children were denied enrollment altogether. Consequently, there are mothers who feel isolated as refugees, struggling to venture out, find employment, and provide for their families, as their children are excluded from participating in public school and kindergarten sessions.

In many cases where Ukrainian refugee children are able to enrol in Israeli schools, they often find themselves in classrooms without the ability to speak, read, or write Hebrew, lacking necessary language reinforcement or suitable educational support. According to the surveys we conducted, 42.1% of these children studying within the Israeli education system do not receive any assistance or additional instruction in Hebrew. This deficiency poses significant challenges on emotional, communicative, and academic fronts. It impedes their emotional well-being, their ability to connect with Israeli peers and navigate personal challenges like bullying, and hampers their academic progress. Given that 88.9% of these children are placed in regular classrooms and only 11.1% receive instruction in separate groups designed for immigrants, it is reasonable to conclude that the vast majority of these children have spent two entire years sitting in classrooms without grasping the content being taught.

Language poses a significant barrier for mothers when interacting with educational staff at schools: 50% of the respondents to our questionnaires indicated that they do not receive information about their children from school personnel because it is not conveyed to them orally, making it inaccessible.