Supporting school reintegration for returnee children in Issyk-Kul
Supporting school reintegration for returnee children in Issyk-Kul
Supporting school reintegration
For returnee children in Issyk-Kul
Location
Issyk-Kul, Kyrgyzstan
Focus
Reintegration
IMplemented by
SOS Children’s Villages
Targeted educational, language, and psychosocial assistance has enabled three returned children
in the Issyk‑Kul region to enter school, overcome language barriers, and integrate into their local
community.
When Zhanat returned from Syria to her home village of Don‑Talaa in Issyk‑Kul region, her family situation remained complex. She came back in 2024 with her six‑year‑old son, Ismail, while her two older daughters, Fatima and Zukhra, aged 10 and 11, remained in Türkiye in a children’s home receiving treatment.
In January 2025, the girls were reunited with their family in the Kyrgyz Republic. Soon after, their mother moved to Bishkek in search of work, leaving the children in the care of their elderly grandparents.
A needs assessment conducted by SOS Children’s Villages identified significant reintegration challenges. The children spoke only Arabic and were unable to communicate in Kyrgyz with peers, teachers or even their grandparents without gestures.
They had limited prior schooling, lived in a household with basic living conditions, and relied on the grandfather’s irregular income. The family lacked resources for clothing, school materials and tutoring, while the children showed early signs of learning and behavioural difficulties.
In response, the programme provided comprehensive, practical support focused on education and social adaptation. The children were enrolled in age‑appropriate school grades and received regular tutoring in Kyrgyz language and mathematics. Essential school supplies and clothing were provided, alongside psychosocial and group activities designed to support confidence, communication and peer interaction.
Within a relatively short period, marked improvements were observed. The children acquired basic to functional Kyrgyz language skills, allowing them to participate in class and everyday conversations. Their academic performance stabilised as tutors addressed learning gaps, while psychosocial activities supported positive behaviour and classroom engagement.
Teachers reported improved attendance, confidence and participation in group activities. Today, the children attend school regularly and interact actively with classmates. They take part in lessons and school life without the initial language and social barriers. This experience highlights the importance of combining language learning, tutoring and psychosocial support for reintegrating children.
By addressing practical needs alongside emotional and educational challenges, the programme enabled a smoother transition into school and community life, creating a foundation for continued stability.