Education and the Recalibration of Pull Factors: Ukrainian Exceptionalism in Forced Migration?

Abstract This article explores the migration and settlement decisions of Ukrainian refugees in Germany following the 2022 Russian invasion. Applying Everett Lee’s push–pull theory, it focuses on women with children—the largest displaced group—and investigates whether access to children’s education emerges not only as a domain of integration but as a significant pull factor within a broader constellation of drivers shaping settlement intentions. The analysis draws on original survey data collected in late 2024 (n = 1075), using an SMS-recruited online questionnaire administered across several host countries. Findings indicate that while war-related threats (e.g., bombardments, destruction of housing) were the primary push factors prompting departure from Ukraine, the decision to settle in Germany was strongly influenced by pull factors such as safety, social support, and access to schooling. Respondents in Germany were more likely to cite long-term motives—such as improved living standards and educational prospects—than those in neighboring countries. Education emerges not only as a sphere of integration but also as a migration driver. Dual-schooling models (local and Ukrainian), parental assessments of system quality, and children’s adaptation shaped settlement choices. These dynamics underscore the role of education in refugee agency and family strategy. The article argues that Ukrainian migration to Germany illustrates the interplay between structural pressures and personal decision-making. Push factors triggered large-scale displacement; pull factors and individual evaluations shaped longer-term trajectories. These findings contribute to migration theory by demonstrating the centrality of education in forced migration contexts and by highlighting the heterogeneity of refugee profiles within a single national cohort.