The thesis examines the access of girls under temporary protection to education, focusing on Ukrainian displaced and other refugee nationalities. Through a comparative analysis, inequalities, main barriers and support mechanisms are explored. The findings show that Ukrainian schoolgirls receive more institutional support, while other refugee boys, from Syria and Somalia, face greater challenges due to language, cultural barriers and gender discrimination. Gender discrimination particularly affects the educational inclusion of girls of some nationalities, limiting their opportunities. The study proposes policies for equal access to education, strengthening their long-term social integration.