Bibliogr. str. 228-229

This article examines the agency of migrant children in Polish schools and their negotiation of hybrid identities in the context of national identification, drawing on qualitative research conducted within the CHILD-UP project (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation). The study, conducted before the large influx of Ukrainian refugee children following Russia’s 2022 aggression, focuses on the challenges and conflicts migrant children face and the strategies they use to navigate school environments. The methodology included 27 in-depth interviews and six focus group discussions with migrant children aged 9-14, conducted across two regions in Poland. The research explored children’s agency in relation to peer interactions, conflict resolution, and their participation in school life, as well as the formation of hybrid identities through interactions with their host and home cultures. The findings highlight the importance of peer networks in fostering a sense of agency and belonging, as well as the significance of creating inclusive educational spaces that respect children’s diverse cultural backgrounds. The study underscores the relational and dynamic nature of agency, shaped by the interplay of individual autonomy and interdependence within the school environment. Hybrid identities are shown to emerge as fluid and negotiated constructs, reflecting children’s adaptation to complex socio-cultural contexts. This research contributes to understanding migrant children’s lived experiences and offers practical insights for the development of responsive and inclusive public policies in education. It also advocates for schools as dynamic spaces of intercultural dialogue, emphasizing the need for participatory approaches that empower migrant students and promote mutual understanding.