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Resources for educators about conflict in the Middle East

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Resources for educators about conflict in the Middle East

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NAIS - Resources for Educators About Conflict in the Middle East

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Disturbing news events can leave parents speechless. These age-based tips on how to talk with kids about the news -- and listen, too -- can help. Advice from Common Sense Media editors.

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Childhood Trauma, War, Migration and Asylum

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Resources to help children & young people affected by war. A few languages including  Arabic, Ukrainian

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Resources to help children & young people affected by war. A few languages including  Arabic, Ukrainian

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Free evidence based resources to help children and young people affected by war, migration and asylum as well as the professionals supporting them in both educational and community settings. The resources have been co-produced with young people with lived experience of seeking asylum and those who support them.

The following animation has been created for young people affected by war and conflict.

Are you looking for more information?

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Childhood Trauma, War, Migration and Asylum

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Free evidence based resources to help children and young people affected by war, migration and asylum as well as the professionals supporting them in both educational and community settings.

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A community summary of the Trauma-informed Wales Framework

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A community summary of the Trauma-informed Wales Framework

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Advice if you're upset by the news - CBBC Newsround

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Advice if you're upset by the news - CBBC Newsround

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If you are upset by the news, it's important to know that you are not the only one and it's OK to have those feelings.

You can rely on Newsround to tell you the important facts about a story - but some things you hear might be scary or make you feel worried.

This section gives you some tips about what to do if you are feeling sad about what you've seen, heard or read.

What to do if you're upset by the news

Sometimes things that happen in the world can make us sad, anxious or confused.

It's important to remember that upsetting stories are in the news because they are rare - they don't happen very often.

But what can we do when the news makes us feel this way?

If the news has upset you, talk to an adult you trust about it. It's important to share what is troubling you.

It's normal to feel upset

It's important to remember that being sad, worried or angry about awful things that happen in the world around you is okay and perfectly normal.

You won't be the only one who feels that way.

Adults get sad and confused too, so there is nothing wrong with feeling like this.

Do things that make you happy

Doing things that make you happy can help you to feel better.

Watch your favourite film, take your dog for a walk or read some of your favourite book.

Try to balance the news you read. If you read a sad story, then try and read a happy one before you go to bed

If being worried is making it more difficult to sleep or if you are having nightmares, it's really important to speak to an adult about this too.

Here are some things you can do if you are having worried thoughts when you go to bed:

Remember things that make you happy and think about these as you're going to bed, so your head is full of positive thoughts

Surround yourself with nice things by your bed - perhaps a happy photo that makes you smile - so this is the last thing you see before you sleep

If you have bad dreams, talk about it or even try drawing it. This will help you to confront your fear

Keep things with you that make you feel secure - even if it is your old teddy bear that you keep hidden from your mates!

Don't forget - terrible things are on the news because they are rare and do not happen very often.

Although people are spending a lot of time talking about it, it is still very unlikely that events like this will affect you or your family.

The most important thing is that if you are feeling upset, don't keep what's troubling you about the news to yourself.

Talk to an adult about the issue in the news that is worrying you.

That can help you to understand what is upsetting you, and help those feelings of sadness, anger or confusion to go away.

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If you are upset by the news, here is some advice to help you.

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Start your School of Sanctuary journey

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Stress and Trauma - guidance for schools_cy

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Guidance for teachers on stress and trauma

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Guidance for teachers on stress and trauma

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Histories Padlet - Different Pasts, Shared Futures

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Histories Padlet - Different Pasts, Shared Futures

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Useful resources for talking about Ukraine and Russia - BBC Children in Need

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We know that children and young people may be worried or upset when hearing the news about Russia invading Ukraine so we have created a list of resources and organisations that can help

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Useful resources for talking about Ukraine and Russia - BBC Children in Need

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We know that children and young people may be worried or upset when hearing the news about Russia invading Ukraine so we have created a list of resources and organisations that can help

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Mental Health & Psychological Support Resources. Collection of Resources- General, Covid 19 & Ukraine

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Mental Health & Psychological Support Resources. Collection of Resources- General, Covid 19 & Ukraine

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It's difficult to know what to do or say as an adult in response to hearing about war and conflict on the news. How can you explain the situation to a child? How much should they know? How do you help them manage understandable anxiety around what they see on social media and the news?

These resources for teachers, parents and children give hints and ideas on how to manage those conversations.

As Wales continues to welcome refugees fleeing war and persecution from Syria, Afghanistan and now Ukraine it is important that our young people have the opportunity to learn more about migration and refugees.

A selection of classroom resources are available for teachers to explore events in war torn countries and explain how humanitarian crises affect people. There are also a range of activities to enable young people to understand why refugees flee their home and what it is like to arrive somewhere new away from friends and family.

Resources

Further support

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It's difficult to know what to do or say as an adult in response to hearing about war and conflict on the news. How can you explain the situation to a child? How much should they know? How do you help them manage understandable anxiety around what they see on social media and the news?

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Supporting people traumatic events toolkit only v2

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New Supporting people traumatic events toolkit only Ukrainian web hi v2

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information for adults looking after a child through conflict and displacement ENG

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information for adults looking after a child through conflict and displacement ENG

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information for adults looking after a child through conflict and displacement UKR

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information for adults looking after a child through conflict and displacement RUS

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Дужа Україна онлайн

Sane Ukraine Online (English)

Зв'яжіться з нами - Contact Us

Daily online trauma and resilience support sessions

For Ukrainians everywhere – Free – Short – Practical

Stay sane to survive, fight and be as well as possible under the circumstances.

With experienced trauma educators and therapists from around the world.

Trauma education

Practical tools and techniques

Space to connect with other Ukrainians

Ask the experts

Online trauma and resilience sessions

Dedicated to all Ukrainians – ex-pats, refugees, and those staying in the country – that need practical psychological and emotional support in the current situation. This will be led by experts and translated into Ukrainian.

Learn about the odd but normal things you are experiencing, what you can do to stay sane in this extremely challenging circumstances and connect in small groups where you can speak with your people in your language.

The sessions run every day of the week 1930 Ukraine time.

45 minutes long

Tuesdays 60 minute TRE sessions
Fridays 60 minute EFT tapping sessions

Translated between English and Ukrainian

Free to all

Trainers:

Laura Lopez

Sylvana

Elena Pankratova

Erin Palmer

Rica Viljoen

Laura Lopez

Sylvana

Rica Viljoen

Elena Pankratova

Erin Palmer

Linda Bonavoglia

Yuriko Takato Martinez

Chahat Corten

For more information Contact Us

Sane Ukraine Online is part of a Sane Ukraine project – a fundraising campaign to train and support 20 psychological resilience and trauma educators that will –  if we get enough funding – positively impact over 50,000 people. Find out more about the project at https://saneukraine.org

Press release pack

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Sane Ukraine Online - Sane Ukraine Online

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Дужа Україна онлайн Sane Ukraine Online (English) Зв'яжіться з нами - Contact Us Facebook Instagram Daily online trauma and resilience support sessions For Ukrainians everywhere - Free - Short - Practical Stay sane to survive, fight and be as well as possible under the circumstances. With experienced trauma educators and therapists from around the world.

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A community summary of the Trauma-informed Wales Framework - Translated into 13 Languages 

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A community summary of the Trauma-informed Wales Framework - Translated into 13 Languages 

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Albanian, Arabic, Bengali, Farsi, French, Kurdish (Sorani), Polish, Russian, Simplified Chinese, Traditional Chinese, Ukrainian, Welsh

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Accessible Document: Additional Languages - Trauma-Informed Wales

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The accessible document is available in 13 languages to ensure that it is a resource which reaches as many people in Wales as possible.

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SIGHRP Rapid Response Psychology Tool Time of War Resources Final 1 

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Reading of Storm in a jar by Samuel Langley-Swain

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Lucy's Blue Day - A Children's Mental Health Animated Short

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Kindness is My Superpower | Read Aloud by Reading Pioneers Academy

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Russia's invasion of Ukraine is distressing and concerning, and we understand children and young people may have questions or be seeking reassurance. We know that schools are well placed to talk to pupils about the images they are seeing and help them navigate the concepts and issues this brings up but we're also aware that it raises issues some schools and teachers may never have encountered before.

Here we share some useful advice and resources for schools and teachers - but they may also be useful for families and young people themselves.

How to talk to young people about distressing complex, emotive news stories

The Educate Against Hate website is a useful resource when dealing with a range of issues relating to conflict, difficult classroom conversations and more. A post by Tom Bigglestone, a former Head of Humanities and now Online Learning Manager at The Economist Educational Foundation, encourages teachers to:

Establish the facts by pointing pupils towards "trusted, reputable sources that explain the what, where, when, why and who". It encourages teachers to challenge incorrect information when they see it and to present evidence for facts and get pupils to do the same

Explore a range of diverse perspectives by considering the different voices within the classroom, showing solidarity with potentially marginalised voices and views and make sure it's not left to a pupil to stand up for a particular minority viewpoint alone

Be comfortable without an answer for everything - and help your pupils feel comfortable with that too - by being clear that in many circumstances there is no one 'right' answer

Encourage students to debate ideas by facilitating discussion and helping pupils know that debate can happen without it becoming personal - by, for example, encouraging pupils to say they disagree with someone's idea, rather than with the person.

Educate against hate also has a range of teaching resources aimed at promoting dialogue in the classroom that can support students to achieve a greater understanding of complex and sensitive topics.

How to spot mis- and disinformation and how to help pupils do the same

Mis- and disinformation are particularly prevalent during times of conflict and the risk posed by misleading narratives and information becomes more severe. Educate Against Hate hosts content produced by Be Internet Citizens, an educational programme developed by the Institute of Strategic Dialogue and YouTube. Covers topics including:

How to identify mis- and disinformation (e.g. conspiracy theories, clickbait, manipulated media);

Exploring fact versus opinion, including how sensational content can be used to drive user engagement;

The benefits and pitfalls of a 'personalised web', including algorithms and filter bubbles;

Understanding unconscious bias and how it influences our worldview;

Analysing 'us vs them' narratives, and how online echo chambers may widen social divides;

Responding effectively to hate speech and forging more inclusive digital communities;

Creating inspiring digital content to champion causes, promote positive messages and support peers.

Educate Against Hate also hosts a one hour lesson plan from the Economist Educational Foundation that explores why conspiracy theories are more common in times of crisis, why people spread them and how they should be debunked.

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Help for teachers and families to talk to pupils about Russia's invasion of Ukraine and how to help them avoid misinformation.

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Russia's invasion of Ukraine is distressing and concerning, and we understand children and young people may have questions or be seeking reassurance. We know that schools are well placed to talk to pupils about the images they are seeing and help them navigate the concepts and issues this brings up but we're also aware that it raises issues some schools and teachers may never have encountered before.

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Chaired by Professor Barry Carpenter CBE
Hosted by Evidence for Learning (EfL) | LearningShared on 4th April 2022
Introduction

At this current time, we are all hugely distressed by the images of the war in Ukraine and particularly of the children and their families fleeing the bombardment and seeking refuge and escape from the horror and trauma of war.

Many in our schools are getting ready to welcome in these children and young people and considering ways in which they can best support this transition and nurture their families within our communities.

In this webinar Tina guides us through practical ways in which we can ensure that our schools are places of sanctuary, providing the nurture and trauma informed care that our children and young people so need at this current time.

She highlights specific strategies that you can use to support our refugee children as they transition, to ensure that they feel safe and welcomed. There are a number of evidence-based strategies that can easily be adopted and shared. She points out ways in which we can prepare the children who are in our school communities to welcome their refugee friends, and also identifies the best and safest ways to discuss the war with our children and young people.

Tina discusses the following:

How to talk to children and young people about war

How we recognise trauma -related behaviours make use of 'watchful waiting' to identify vulnerability factors.

The need to recognise that all refugee children are different, many will be resilient and not require a bespoke therapeutic intervention - (this may be needed later).

The importance of treating every child individually and listening to their voice - as one refugee child said 'I wish they'd asked me about the football team I supported rather than my journey to this country. It just re-traumatised me.'

How we build and reinforce resilience factors recognise the strengths of individual children and young people.

Using writing, physical, and calming approaches.

How we create safe spaces and make use of anxiety reducing easy wins.

How we ensure schools as sanctuaries in which we build connection, safety, and opportunities for regulation.

The aim of the webinar is to demystify some of the concerns that people may have and provide you with confidence and reassurance you need to undertake this task effectively.

Tina emphasises how we are already doing a great deal in terms of implementing trauma informed approaches and there are opportunities to think about how we can build upon these to further enhance our provisions.

Following the main presentation, there was a Q&A session chaired by Professor Carpenter. All of these elements are included within the recording below.
BA (Hons) PGCE MA(Ed) Msc RSADipSpLD ALCM DipPsych Doc App Ch Ed Psy HCPC registered Educational and Child Psychologist, Author and Educational Consultant
Dr Tina Rae has 40 years' experience working with children, adults and families in clinical and educational contexts within local authorities and specialist services. She is currently working as a Consultant Educational and Child Psychologist in a range of SEMH and mainstream contexts and for Fostering agencies as a Consultant Psychologist supporting foster carers, social workers and Looked after children. She was an Academic and Professional tutor for the Doctorate in Educational and Child psychology (University of East London) from 2010-16. She is a registered member of the Health and Care Professions Council, a member of ENSEC (European Network for Social and Emotional Competence) and a former trustee of Nurture UK.

Tina is a member of the editorial board for the journal Emotional and Behavioural Difficulties and for the International Journal of Nurture in Education. She is also a member of the Advisory board for Fresh Start in Education.

Tina is a prolific author and has over 100 publications to date. Recent publications include the following:

Rae, T. & D'Amario, A. (2021) A Recovery Toolbox of Wellbeing in the Early years for children aged 3-6 Buckingham: Hinton House Publishers

Rae, T. & D'Amario, A. (2021) A Recovery Toolbox of Wellbeing for primary aged children 7-11 Buckingham: Hinton House Publishers

Rae, T. & D'Amario, A. (2021) A Recovery Toolbox of Wellbeing for Adolescents and Teenagers aged 12-16 Buckingham: Hinton House Publishers

Rae, T. (2021) My Toolbox of Wellbeing Journal - creative, inspiring activities and strategies Buckingham: Hinton House Publishers

Rae, T. (2020) Supporting Children and Young People with Emotionally Based School Avoidance Buckingham: Hinton House Publishers

Rae, T.,Middleton, T. & Walshe, J. (2020) Nurturing Peer Supervision: Supporting the Wellbeing of those who Nurture Glasgow: Nurture UK

Rae, T. (2020) It's OK not to be OK: A Guide to Wellbeing London: QED Publishing

Rae, T. (2020) A Toolbox of Wellbeing Helpful strategies and activities for children, teens, their carers and teachers Buckingham: Hinton House Publishers

Rae, T., Such, A. & Wood, J. (2020) The Well Being Tool Kit for Mental health leads in schools A comprehensive Training Resource to Support Emotional Wellbeing in Education and Social Care Buckingham: Hinton House Publishers

About Professor Barry Carpenter CBE OBE D.Litt PhD FCCT

Barry Carpenter was appointed to the UK's first Professorship in Mental Health in Education, at Oxford Brookes University. He is Honorary Professor at universities in the Ireland, Germany and Australia. He has been a Fellow of the University of Oxford.

He has been awarded an OBE and CBE by the Queen for services to children with Special Needs. In 2017 he was entered into "Who's Who" in acknowledgement of his national and international contribution to the field of Special Education.

In a career spanning more than 40 years, Barry has held the leadership positions of Headteacher, Principal, Academic Director, Chief Executive, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. In that role Barry led an important and valuable piece of research on the use of Engagement as a pedagogy. This work become the foundation for England's Department for Education's new guidance for assessment (DfE, 2019). Since completing that research, Barry has overseen the development of a national project developing online 'Training materials for teachers of children with severe, profound and complex learning disabilities" (www.complexneeds.org.uk).

He is the author of over 150 articles and many texts on a range of learning disability/special needs topics. In the last 12 months, his work has been translated into German, French, Dutch and Russian. His most recent book publications (with Carolyn Blackburn and Jo Egerton) focus upon Fetal Alcohol Spectrum Disorders (FASD). Most recently he co-authored "Engaging Learners with Complex Needs" (Routledge).

Barry lectures nationally and internationally. In recent years this has included China, Japan, Abu Dhabi, USA, and Germany. In 2018 he will be giving lectures in Australia and New Zealand. He is the co-founder of the National Forum for Neuroscience in Special Education. For the Mental Health Foundation, he Chaired the National Inquiry into the Mental Health of Young People with Learning Disabilities. He is currently Chairing a working group looking at the needs of Girls on the Autism Spectrum, which is the focus of his latest book.

Barry has 3 children - one a School Principal, one a Senior Occupational Therapist and a daughter with Down's Syndrome, who now has a home of her own, published her first book in 2017, and is on an Apprenticeship as a Teaching Assistant.

For more information:

Professor Barry Carpenter's website: https://barrycarpentereducation.com

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How to talk to children and young people about war | Understanding and supporting our Refugee children (A free webinar by Dr Tina Rae) - Evidence for Learning

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Hosted by Evidence for Learning (EfL) | LearningShared on 4th April 2022 Introduction At this current time, we are all hugely distressed by the images of the war in Ukraine and particularly of the children and their families fleeing the bombardment and seeking refuge and escape from the horror and trauma of war.

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Look for the Helpers – Supporting our Children in Traumatic Times - Presented by Dr Tina Rae

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Look for the Helpers – supporting our children in traumatic times Presented by Dr Tina Rae

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Supporting the mental health and well being of refugee children in school - Webinar

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Supporting the mental health and well being of refugee children in school - Webinar

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The Boy with BIG, BIG Feelings read aloud

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The Boy with BIG, BIG Feelings read aloud

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Ukrainian children who have left their country will be or are experiencing a whirlwind of emotions and significant stress on their mental health. This social story has been designed to be given to Ukrainian children to help them process intense feelings and questions during an incredibly difficult time.

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Global Child Protection Area of Responsibility

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Ukrainian children who have left their country will be or are experiencing a whirlwind of emotions and significant stress on their mental health. This social story has been designed to be given to Ukrainian children to help them process intense feelings and questions during an incredibly difficult time.

The following versions are available in both Ukrainian and English:

— pdf version in colour (high resolution for printing)

— pdf version in black and white to colour in (high resolution for printing)

— as a comic strip type story for social media (social tiles)

— in open art files should anyone wish to adapt or translate further

Can’t find what you’re looking for?

Contact your relevant language Help Desk

Featured Resources

Child Protection in Emergencies Coordination Handbook

Global CP AoR Coordination & Information Management Starter Pack

Needs Identification and Analysis Framework (NIAF)

Framework for Strengthening Institutional Capacity of Local Actors

Minimum Standards for Child Protection, 2019 edition

MHPSS: General Support Group Curriculum

Our selection of GBV resources

Mitigating the Impact of Explosive Ordnance on Children through Collaborative Humanitarian Action

Subscribe

Receive the CP AoR Newsletters (Global Newsletter in English or Regional Newsletters in Arabic, French, or Spanish)

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Global Child Protection Area of Responsibility

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Ukrainian children who have left their country will be or are experiencing a whirlwind of emotions and significant stress on their mental health. This social story has been designed to be given to Ukrainian children to help them process intense feelings and questions during an incredibly difficult t…

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How to Support R & AS C & YP who have experienced Trauma

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How to Support R & AS C & YP who have experienced Trauma

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Resource list updated 28 March 2022.

Dr Sarah Davidson MBE, Head of Psychosocial & Mental Health at British Red Cross | 6 December 2021.

Improving outcomes for refugees and asylum-seeking children and young people requires action from us all.

Information and resources to help you get started.

As a result of war, conflict and lack of resources, the past 10-15 years has seen a huge increase in the number of people making life-changing and often treacherous journeys to Europe, seeking asylum and refuge. Following the recent Afghan crisis, the UK government resettled 8,000 people with a commitment to resettle 25,000 Afghan nationals over the coming years [1], [2]. This is in addition to 125,000 'work in progress' asylum cases, including 2,773 applications for unaccompanied asylum-seeking children (UASC) from 2020 alone [3], [4]. Our existing support systems are struggling to respond.

Organisations, practitioners, and educators who support children and young people, in any capacity, must increase awareness of trauma in young refugee and asylum-seekers. We must work together to maximise relationships and resources to improve the support offered to each child or young person as they arrive and in the years that follow.

Below is a brief summary of some of the traumatic experiences refugee and asylum-seeking children and young people may experience and a curated list of resources that might help you as you provide support.

Traumatic experiences of refugee and asylum-seeking children and young people

Many asylum seekers and refugees will experience traumatic events and losses [5], [6]. This may include exposure to violence, often for prolonged periods of time, and separation from family members. They may have fled impending war, on short notice, and been exposed to many adversities [6]. A literature review found that children seeking asylum in Europe experience a range of mental health difficulties, including post-traumatic stress disorder (PTSD), depression, self-harm, and behaviour problems [7].

After people arrive, difficulties with social isolation, loss of family, community and culture, and challenges accessing social and health services may continue [8]. These difficulties are often compounded by challenges with language, and a lack of understanding of the legal process and their rights as migrants. Asylum seekers and refugees may also experience attacks and hostility in their new country [6]. External life stressors such as family difficulties, housing instability and worries about the asylum process were found to cause distractions and reduce motivation in education for young asylum seekers in the UK [9].

Resources

The following resources aim to support children and young people seeking asylum or living as refugees in the UK who have experienced trauma.

Beacon House | Talking to children about war and conflict (PDF) - Guidance for adults supporting a child or teen on how to respond to their reactions and questions.

British Red Cross | Afghanistan - Information and support for people from Afghanistan settling into life in the UK. Resources translated into Dari and Pashto. Includes information on the Red Cross' Family Tracing service, videos about life in the UK, and information on how to contact ARAP, the Afghan Relocation Scheme.

British Red Cross | Help for Ukrainian nationals - Information and support for people from Ukraine, including the family migration visa and the Ukrainian family scheme. Download 'Advice for Ukrainians arriving in the UK' and 'How to talk to children about war' in Ukrainian.

Coram Children's Legal Centre | Immigration, asylum and nationality - Legal casework advice, assistance, and legal representation as well as a range of free resources and online information on issues affecting children subject to immigration control.

Doing What Matters in Times of Stress (who.int) - A free stress management guide for coping with adversity. The guide aims to equip people with practical skills to help cope with stress. It has been translated into 19 languages, including Arabic, Chinese, Dari, Farsi, and French.

European Society for Traumatic Stress Studies | Helpful resources for mental help professionals and persons affected - A list of resources and with links.

GOV.UK | Welcome: a guide for arrivals to the UK from Afghanistan on the locally employed staff relocation scheme - A guide for families arriving under the ex-gratia scheme (EGS) and the Afghan Relocations and Assistance Policy (ARAP). Dari and Pashto translations available.

Mental Health and Psycho Social Support network | Caring for Children through Conflict and Displacement - Resource translated in Ukrainian, Russian, Polish and German. Additional relevant resources translated in multiple languages in the resources section.

National Children's Bureau | Supporting young people leaving care with insecure immigration status (PDF) - Research and evaluation paper on four projects delivered by five organisations working with young people leaving care with insecure immigration status. The report also looks at the impact of the pandemic on young people's ability to access support and the projects' ability to deliver.

Phoenix Australia | Helping a friend or family member after a disaster (PDF) - A factsheet with simple and practical advice for those providing support.

Psychological Society of Ireland | Psychological First Aid for Refugee Care: Helpful Do's and Don'ts (PDF) - A rapid response psychology tool for the general public to assist the response to Ukrainian refugees arriving in Ireland. Includes advice for children and adolescents.

Refugee Council | Children and young people - The Refugee Council offers support to all unaccompanied refugee children who arrive alone in England. They provide asylum and welfare support, help trafficked children and those whose age has been disputed, as well as provide mental health therapy. They offer a range of free resources for practitioners and refugees on their website.

Scottish Government | Age assessment: practice guidance - A trauma informed guide to age assessment. Appendix 4: Trauma-informed Age Assessments covers applying the framework to the needs of unaccompanied asylum-seeking children.

University of East London | Resources on refugee & asylum-seeking children - Mental health resources and guidelines on supporting asylum-seeking and refugee children.

University of Manchester | Information for adults looking after a child or children through conflict and displacement - Two page leaflet developed based on the experience of displaced Syrian parents translated into Ukrainian, Russian, English, German and Polish

Training

Children & War Foundation | Teaching Recovery Techniques training - This training is being used in numerous ways to support child and adolescent asylum seekers. The techniques are based on trauma-informed CBT and have been evidenced to reduce PTSD. The training is designed for non-mental health professionals, including teachers, and includes a 'train-the-trainer' module.

References

1. Schraer, R., Barrett, N. (2021, September 20). Afghanistan: How many asylum seekers has the UK taken in? Retrieved from https://www.bbc.co.uk/news/uk-58245684

2. Home office. (2021). Afghan citizens resettlement scheme. https://www.gov.uk/guidance/afghan-citizens-resettlement-scheme

3. Sturge, G. (2021). Asylum statistics (SN01403). House of commons library. https://researchbriefings.files.parliament.uk/documents/SN01403/SN01403.pdf

4. Home office. (2021). Asylum and resettlement datasets. https://www.gov.uk/government/statistical-data-sets/asylum-and-resettlement-datasets

5. Bronstein, I., Montgomery, P., & Dobrowolski, S. (2012). PTSD in asylum-seeking male adolescents from Afghanistan. Journal of Traumatic Stress, 25(5), 551-557. https://doi.org/10.1002/jts.21740

6. Hodes, M., & Vostanis, P. (2019). Practitioner Review: Mental health problems of refugee children and adolescents and their management. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 60(7), 716-731. https://doi.org/10.1111/jcpp.13002

7. Flood, C., & Coyne, I. (2019). A literature review of the psychological status of asylum-seeking children: implications for nursing practice. British Journal of Nursing, 28(7), 461-466. https://doi.org/10.12968/bjon.2019.28.7.461

8. Goosen, S., Stronks, K., & Kunst, A. E. (2014). Frequent relocations between asylum-seeker centres are associated with mental distress in asylum-seeking children: a longitudinal medical record study. International Journal of Epidemiology, 43(1), 94-104. https://doi.org/10.1093/ije/dyt233

9. Fuller, M., & Hayes, B. (2020). What are the experiences of education for unaccompanied asylum-seeking minors in the UK?. Child: Care, Health and Development, 46(4), 414-421. https://doi.org/10.1111/cch.12764

*updated 9 December 2021

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How to support refugee and asylum-seeking children and young people who have experienced trauma

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Information on trauma and resources for those supporting refugee and asylum-seeking children and young people.

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Learn from the experts at our free webinar Childhood Trauma, War and Conflict taking place 4th December. Register now!

More than one in three children and young people are exposed to at least one potentially traumatic event by age 18.¹ The right support can make a substantial difference to the extent that traumatic events impact on their lives.

The UK Trauma Council (UKTC) creates evidence-based resources to improve professionals and carers' understanding of the nature and impact of trauma. We aim to better equip all those supporting children and young people exposed to trauma.

¹Reference: Lewis, S. J., Arseneault, L., Caspi, A., Fisher, H. L., Matthews, T., Moffitt, T. E., Odgers, C. L., Stahl, D., Teng, J. Y., & Danese, A. (2019). The epidemiology of trauma and post-traumatic stress disorder in a representative cohort of young people in England and Wales. The Lancet Psychiatry, 6(3), 247-256.

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Creating a world that nurtures and protects children and young people following trauma

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The UK Trauma Council's mission is to radically improve the help children and young people receive across the UK following traumatic events and experiences.

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Trauma - Informed Wales: A Societal Approach to Understanding, Preventing and Supporting the Impacts of Trauma and Adversity

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Trauma - Informed Wales: A Societal Approach to Understanding, Preventing and Supporting the Impacts of Trauma and Adversity

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Access the Trauma-Informed Wales Framework

The Framework establishes how individuals, families/other support networks, communities, organisations and systems take account of adversity and trauma, recognising and supporting the strengths of an individual to overcome this experience in their lives. It also sets out the support they can expect to receive from the organisations, sectors and systems that they may turn to for help. It is inclusive of people of all ages, from babies, children and young people right through to older adults.

The Framework provides a Wales definition of trauma-informed approach, and a set of five principles that underpin four practice levels that describe the different roles people and organisations may have when supporting people affected by trauma. The levels extend from societal awareness that trauma and adversity exists and recognising the multiple presentations of the impacts of trauma; to enabling services to support practice that helps people feel connected, valued and safe, and through to specialist clinical interventions, that are personalised and co-produced, when these are required.

The Framework was developed in co-production with an Expert Reference Group that included Welsh professionals and people with lived experience people, and with people and organisations across Wales through a public consultation. The Framework is supported by Welsh Government.

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A Societal Approach to Understanding, Preventing and Supporting the Impacts of Trauma and Adversity

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Cymru sy’n Ystyriol o Drawma: Dull Cymdeithasol o Ddeall, Atal a Chefnogi Effeithiau Trawma ac Adfyd 

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Cymru sy’n Ystyriol o Drawma: Dull Cymdeithasol o Ddeall, Atal a Chefnogi Effeithiau Trawma ac Adfyd 

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Mynediad i'r Fframwaith Cymru sy'n Ystyriol o Drawma

Mae'r Fframwaith yn sefydlu sut mae unigolion, teuluoedd/rhwydweithiau cymorth eraill, cymunedau, sefydliadau a systemau yn ystyried adfyd a thrawma, gan gydnabod a chefnogi cryfderau unigolyn i oresgyn y profiad hwn yn eu bywydau. Mae hefyd yn nodi'r cymorth y gallant ddisgwyl ei gael gan y sefydliadau, y sectorau a'r systemau y gallant droi atynt am gymorth. Mae'n cynnwys pobl o bob oed, o fabanod, plant a phobl ifanc hyd at oedolion hŷn.

Mae'r Fframwaith yn darparu diffiniad Cymru o ddull sy'n ystyriol o drawma, a set o bum egwyddor sy'n sail i bedair lefel ymarfer sy'n disgrifio'r gwahanol rolau y gall pobl a sefydliadau eu cael wrth gefnogi pobl y mae trawma'n effeithio arnynt. Mae'r lefelau'n ymestyn o ymwybyddiaeth gymdeithasol bod trawma ac adfyd yn bodoli a chydnabod y cyflwyniadau lluosog o effeithiau trawma; i galluogi gwasanaethau i gefnogi ymarfer sy'n helpu pobl i deimlo'n gysylltiedig, eu gwerthfawrogi ac yn ddiogel, hyd at ymyriadau clinigol arbenigol, sydd wedi'u personoli ac wedi'u cyd-gynhyrchu, pan fod angen rhain.

Datblygwyd y Fframwaith ar y cyd â Grŵp Cyfeirio Arbenigol a oedd yn cynnwys gweithwyr proffesiynol o Gymru a phobl â phrofiad bywyd, a chyda phobl a sefydliadau ledled Cymru drwy ymgynghoriad cyhoeddus. Cefnogir y Fframwaith gan Lywodraeth Cymru.

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Mae'r Fframwaith yn sefydlu sut mae unigolion, teuluoedd/rhwydweithiau cymorth eraill, cymunedau, sefydliadau a systemau yn ystyried adfyd a thrawma, gan gydnabod a chefnogi cryfderau unigolyn i oresgyn y profiad hwn yn eu bywydau. Mae hefyd yn nodi'r cymorth y gallant ddisgwyl ei gael gan y sefydliadau, y sectorau a'r systemau y gallant droi atynt am gymorth.

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This story is meant to be used to help children who have left their homes and country to understand what is happening.   It can also be used as a colouring book.

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Global Child Protection Area of Responsibility

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Alicja Safarzyńska-Płatos, a designer with a background in psychology, developed this child-friendly storybook in consultation with psychologists in Poland, Ksenia Potępa (Illustrator), Ewa Jankowska (Translator), and others to support children fleeing Ukraine. This story is meant to be used to help children who have left their homes and country to understand what is happening. It can also be used as a colouring book.

The story is available in Ukrainian, Russian, Polish, Czech, French, and English.

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Alicja Safarzyńska-Płatos, a designer with a background in psychology, developed this child-friendly storybook in consultation with psychologists in Poland, Ksenia Potępa (Illustrator), Ewa Jankowska (Translator), and others to support children fleeing Ukraine. This story is meant to be used to help children who have left their homes and country to understand what is happening.

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How to talk to your children about conflict and war

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How to talk to your children about conflict and war

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This storybook is designed to be used with children who are a part of host communities and may interact with children who have fled Ukraine.  It can also be used as a colouring book

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Global Child Protection Area of Responsibility

# data[].attributes.attachment_link.readable_text
Alicja Safarzyńska-Płatos, a designer with a background in psychology, developed this child-friendly storybook in consultation with psychologists in Poland, Ksenia Potępa (Illustrator), Ewa Jankowska (Translator), and others.  This storybook is designed to be used with children who are a part of host communities and may interact with children who have fled Ukraine.  It can also be used as a colouring book.

The story is available in Ukrainian, Russian, Polish, Czech, French, and English.

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Global Child Protection Area of Responsibility

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Alicja Safarzyńska-Płatos, a designer with a background in psychology, developed this child-friendly storybook in consultation with psychologists in Poland, Ksenia Potępa (Illustrator), Ewa Jankowska (Translator), and others. This storybook is designed to be used with children who are a part of hos…

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Kaya is a free humanitarian learning platform which offers hundreds of training opportunities across a range of key topics, including the humanitarian essentials, technical sectors, programmatic support, management and professional development.

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Psychological First Aid in Resettlement, Asylum & Integration Settings

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Psychological First Aid in Resettlement, Asylum & Integration Settings

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Learn the foundational skills of Psychological First Aid (PFA), what its underlying principles are, and how to use it with your clients.

Welcome to Psychological First Aid (PFA) in Resettlement, Asylum & Integration Settings

Thisself-paced course will help explain the foundational skills of Psychological First Aid.

Is this course for me?
This course was designed for direct services staff and supervisors in Resettlement, Asylum & Integration contexts who support refugees, asylees, asylum-seekers, and other clients impacted by forced displacement.

On completion of this course you will:

This course should take you around 30 minutes to complete.

This course is free!

Yes - you will be able to download a certificate once you have have completed all of the modules within the course .

How do I start?

Scroll to the top of the page and click on the Join course button. This will take you through to the course content. You don't need to complete the course in one go - you can always continue later from where you left off.

Data protection and consent

This course was created and is administered by the International Rescue Committee (IRC). By joining this course you are consenting to the IRC being given access to your Kaya profile information, including your name and email address, so that they can provide the course. This may require them to contact you. Your data will be anonymized before it is used for any analysis or reporting purposes. If you have any questions about this, please email learning@rescue.org

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This module focuses on the foundational skills of working with clients to develop safety plans. You will learn what safety planning is, what foundational skills you need to create safety plans, and how to use safety plans in a variety of situations with your clients.

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summary of psychological first aid in resettlement

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Kaya is a free humanitarian learning platform which offers hundreds of training opportunities across a range of key topics, including the humanitarian essentials, technical sectors, programmatic support, management and professional development.

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The IRC UK is helping children thrive in times of crisis