The investigation of disadvantaged groups' access to education and teaching services according to stakeholder opinions

The porpuse of this study is to determine the status of disadvantaged students' access to educational services in the schools they attend according to the opinions of the school stakeholders. The research has been carried out with a sequential exploratory mixed‐method design. In the first study school administrators, teachers and parents of students were chosen out as sample of the study. In the second study, secondary school students took part in as participants. Having constituted one dimension of the universe of the second study, the number of secondary school students, who have temporary protection status, is 3044 for 2018-2019 academic year. The sample of the second study consists of 385 people. In the first study, semi-structured interview forms were used, and the data were analyzed by content and descriptive analysis method. In the second study, two questionnaires were used, and descriptive statistics such as arithmetic mean and standard deviation were used in the analysis of the data. Non-parametric tests such as Mann-Whitney U and Kruskal-Wallis were used since the questionnaire items did not show normal distribution. It has been determined that students with temporary protection status not only have positive effects such as intercultural interaction and learning of social values on education and teaching services but also negative effects such as cultural differences, conflicts, communication problems, grouping and slowing school affairs. Opinions have been expressed on academic support, social support, language support, financial support, family support, psychological support, and mentor support. It has been stated that these students are facing language problems, conflict, readiness, uncertainty and exclusion problems at schools. Applications such as equal participation, mixed classes and qualified education have been recommended. It has been determined that there are expectations for language support, qualified education, socialization, uncertainty, social and psychological support and basic education. On the other hand, some opinions were expressed that working after school to help family living has no important effects on students' school achivement but has both positive and negative effects on their development. While occupation acquisition, maturation and protection have been regarded as beneficial effects of working after school for students; lack of interest in the school, academic failure, fatigue, absenteeism, undesirable behaviors and inadequate personal care have come to the fore within the scope of negative effects. To some degree social support, financial support, tolerance and participation in activities were provided but academic support was not provided adequately. While the problems experienced by these students are negative role models, absenteeism, fatigue, conflict, academic failure; family education, financial support, vocational education and full-time education are recommendations put foward as solutions facilitating problems faced by these students. While standard practices are generally carried out for these students at schools; it is revealed that there is few intensive communication and financial support applications. It has been expressed that there are some expectations such as financial support, profession acquisition, family education, qualified individuals, programmatic work, intensive communication, full-time education. It has been determined that the level of benefiting from education and training services for students with temporary protection status and students who work after school is generally at medium level. Significant differences were found in some questionnaire items in terms of variables such as gender, grade level, number of siblings, mother's education level and average income of the family, as well. Finally, based on the study findings some suggestions have been developed.