Abstract
The article discusses the challenges faced by teachers working with students with migration experience in primary schools in Bialystok. Using James Coleman’s theory of social capital, the author analyses how the relationships between teachers, students, and their families affect the adaptation and educational success of students from different cultural backgrounds. Research shows that teachers face difficulties related to language, cultural and adaptation barriers of students. The article presents strategies used by teachers to overcome these challenges, such as individualization of work with students, the use of various teaching methods and the involvement of parents in the educational process. The results of empirical research show how teachers adapt their teaching methods and what actions they take to support students with migration experience. The article also contains recommendations for educational practitioners that can contribute to improving the quality of education of students with migration experience.