Ei-iE

The Russian invasion of Ukraine in February 2022 prompted an unprecedented response from the European Union (EU), activating the Temporary Protection Directive, which offers displaced persons rights to residence, employment and education. Among the 5.8 million displaced Ukrainians are approximately 22,000 teachers (Stolarski, 2024). While much has been written about the schooling of displaced Ukrainian children, far less attention has been paid to the professional trajectories of Ukrainian refugee teachers.

This article draws on research with a group of Ukrainian refugee teachers in Ireland who participated in a tailored bridging programme to support their integration into the Irish education system. These teachers are understood as Immigrant Internationally Educated Teachers (IIETs) with a forced migration background in that they are qualified professionals seeking to continue their careers in a new jurisdiction.

Two guiding questions framed the research:

1. How have these teachers experienced the process of professional registration in Ireland?
2. What challenges and opportunities have they encountered in seeking employment?

Bridging programmes and the role of IIETs

Teacher migration is a growing phenomenon, shaped by both global mobility and forced displacement. While IIETs can enhance the diversity of teaching workforces, they often face systemic challenges including qualification recognition, employment precarity and underemployment. For refugee teachers, these challenges are frequently amplified by trauma, dislocation and professional de-skilling.

Bridging programmes offer transitional support through orientation to local curricula, language development and reflective practice. In Ireland, the Migrant Teacher Project (MTP), hosted by Marino Institute of Education, developed a tailored bridging programme for Ukrainian refugee teachers in 2023. This continuing professional development programme, supported by EU funding, provided 64 teachers with opportunities to explore the Irish education system, while also creating a space for peer support and reflection.

Professional registration: A tailored pathway

In response to the crisis, the Irish Teaching Council implemented a modified registration route for Ukrainian teachers under the Temporary Protection Directive. Teachers could register on the basis of Ukrainian teaching qualifications, with the full recognition process deferred.

By February 2024, 148 Ukrainian teachers had registered through this pathway. Among the 50 respondents to the MTP evaluation survey, 40 had successfully registered, mostly under Route 2 (Post-primary). Respondents generally described the registration process as “quick,” “supportive,” and “clear,” highlighting the helpfulness of Teaching Council staff.

Some reported delays due to lack of document translation or missing paperwork. A minority noted mismatches between their qualifications and the subjects they were registered to teach, often being registered to teach English despite lacking specific training in literature, a key requirement in Ireland.

Employment realities

Of the 50 teachers surveyed, 32 were working in paid roles in Irish schools. The majority were engaged in English as an Additional Language (EAL) teaching, often in support of Ukrainian pupils. However, these roles were typically part-time, short-term, and insecure, reflecting the nature of school hiring in Ireland and the temporary funding associated with EAL support.

Several teachers expressed concern about future job prospects, especially as Ukrainian pupils’ entitlement to EAL support is time-limited. Others highlighted challenges in navigating the competitive application processes and language proficiency expectations. Nevertheless, many voiced strong commitments to teaching and to contributing meaningfully to Irish education, despite the challenges.

Looking ahead: Risks and recommendations

The findings present a relatively positive picture: most respondents successfully registered and many secured teaching work. This contrasts with the exclusionary experiences of IIETs and refugee teachers in other contexts. However, there is a strong risk that this early integration will not be sustained.

Teachers still face formal qualification assessments, which may identify gaps, especially for those registered to teach English, where Irish curriculum standards are stringent. Language proficiency requirements could also pose a barrier to continued registration or renewal. As EAL-related roles reduce, employment opportunities may become scarcer, particularly in less populated regions not experiencing teacher shortages.

To prevent retrospective exclusion, or what Klarenbeek calls "social closure", the Irish state should invest in comprehensive, long-term support. This includes financial and logistical assistance to help teachers meet any conditions attached to their registration, clear information pathways and continued bridging supports in teacher recruitment and retention. Expanding these supports beyond Ukrainian teachers to include other refugee and migrant teachers would further enhance robust equality and diversity within the profession.

From short-term accommodation to long-term inclusion

Ukrainian refugee teachers in Ireland have shown resilience, adaptability and professional commitment in the face of displacement. Their experiences reveal both the potential of responsive systems and the fragility of provisional supports. Ensuring that these teachers are not de-professionalised but fully integrated into the workforce benefits not only the individuals themselves but also the schools and students they serve. As Ireland, and Europe more broadly, reflects on refugee integration this World Refugee Day, it is crucial to move from short-term accommodation to long-term inclusion, harnessing the skills and contributions of refugee teachers as legitimate members of their new societies.