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Even if the promblems are mostly economic,  we offer surrorting lessons for the language, which is also very important. But there have been many times that a madiator could be more helpfull, for isntance when a child would like to perticipate to social events and their parents do not allow and they dealing with as if he was a srainger himself.

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I completely agree with the specific support, Nora Brezger. Most time teachers are alone, without any help from the school or any other institutions and the integration takes more time than usually with a cultural mediator.

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I teach Music in junior high school.  Universal language of my subject is a great advantage however the most difficulties is the lack of cultural and linguistic mediator.

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We work together with eg the health services. We have addresses ready in case we need to advice a pupil to go to what place and how the system works (eg with doctors confidentiality). And we are trained in the way that we make sure that there is a safe environment in school/class, but that we as teachers also have our boundaries. We can not help pupils and their parents with everything, even when you want to, or like this particular family so much.

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Definitely teachers need help from other experts. As mentioned some training always help but you can never replace a professional of mental health. In Greece most institutions that offer such help are understaffed. The second most important is teachers' attitudes. We must show respect and acceptance.
The idea of relaxing exercises is very good

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How can I say that it is not difficult but challenge as well to teach in a class of 16 teenagers, 16-17 years old, that speak only arabic and I dont'!
Thanks God that my subject Computer Science helps me a lot!
And if you would like to find a way...an idea...a new surprise...is t think carefully (with real feelings) about students' needs !

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Yes, mainly financial problems. We soled them thanks to a net of volontears.

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At my school if students have problems because it’s difficult for them to integrate and the change has resulted in a sort of trauma for them there is a counsellor who has been working with migrant students for years who supports them. We also ask for help to the religion teachers. They know each student’s story and also their family problems because they work in strict connection with the local parishes and are always willing to collaborate.

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At my school if students have problems because it’s difficult for them to integrate and the change has resulted in a sort of trauma for them there is a counsellor who has been working with migrant students for years who supports them. We also ask for help to the religion teachers. They know each student’s story and also their family problems because they work in strict connection with the local parishes and are always willing to collaborate.

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I don't have refugee students in my school now. Last year I was at an another school and we got some help for our refugee students. Some people in the village brought clothes, some brought food and some broughtcoal and wood and the villagers want the students' father to be a shepherd and so earn his family's life. So they are really comfortable in that village.

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As I mainly work with Asylum Seekers, I often happen to see students who cannot concentrate in class or even attend classes because of the trauma caused by their life experiences. In some cases the trauma would become a major issue and would be classified as a mental health matter. The project which I work for has a support network that includes links to various health teams, so we are able to refer our learners to specialists who would be able to arrange for an appropriate care. On our side, we try to make sure that all learners feel safe and welcome to join our lessons and other activities even if they do not fell prepared to stay till the end of the event. We appreciate their personal situations and try not to put too much pressure on our students. Our students come to the project to get support - not to go out of their ways to meet our expectations. That's the main message for the learners and for everyone working with them.

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In our school, we closely work with the social service assisstant of the village and with other schools in the area. Moreover, there is a psychologist in the counselling department and he/she as well as the tutor of welcoming have continuous meetings with the newly arrived migrant children and their families.

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I have experience with imigrants who are returned in their homeland. They had difficulties with  national language so firstly we have prepared one personal education plann for them

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So far i didn't have to cope with refugees, but i had many pupils from other countries and each time i haad to organise my classroom in a different way so that the learning environment can become more helpfull and secure

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So far i didn't have to cope with refugees, but i had many pupils from other countries and each time i haad to organise my classroom in a different way so that the learning environment can become more helpfull and secure

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In the first grade there is a kid who was too aggressive both at school and in the shelter, as they informed us. The class teacher explained to the rest of the class that it could be because of his experiences or because of his language difficulty. Students tried to play with him, and communicate using body language, they did not 'answer' back to his attacks. Slowly, he started participating and now that he has learnt a few words in Greek, so that he is more confident, he has calmed down. I am not aware if he has received any specialised help at the shelter

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Edi, ItalyTo restore the confidence in migrant students is an important issue and one of the first priorities. One way to make them feel safe and accepted is to create a friendly environment, where they can express themselves freely, whenever they want and without forcing them. Relationships outside the family are also important and it is fundamental to create opportunities for them to socialize, both at school and outside. 

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Edi, ItalyTo restore the confidence in migrant students is an important issue and one of the first priorities. One way to make them feel safe and accepted is to create a friendly environment, where they can express themselves freely, whenever they want and without forcing them. Relationships outside the family are also important and it is fundamental to create opportunities for them to socialize, both at school and outside. 

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ı experienced last year about new refugee who came to my classroom. I was not preparing about him. Firstly, ı was very hard to me and his. I was try to communicate. I learned backround him. I tried to solve my problems witgh speaking my other colleague.

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So far, I didn´t experience newly arrived migrants in my class due to the recent refugee crises, but I had foreign students several times. I think that a safe background, a warm welcome, some loving faces, passionate teachers with the surplus help of a psycologist and outside organizations, and we will find the right path.

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The main difficulties with my migrant students are the language and the consequent inclusion in the group ofpeers.

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With my students, sometimes I need help to get past the language barrier. In these situations, I ask for help to their peers, who speak the same language or I ask for help tp the interpreters of immigrant associations

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Although there are no NAM sts in my school yet, there is already a network of specialists and structures outside school created after the arrival of refugees in our city. Individual volunteers, church charity assosiations, governmental and non governmental organisations assisted in covering the refugees' needs. A network is more or less formed. As far as the 'island of safety' strategy, it's a good reminder of how schools should be not only for NAM but for regular sts, too. The person of trust is also an important factor on supporting specific needs.

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Well, in Croatia, the difficulty mainly lies with teachers being unpreprared, because integrating migrants in their classes is not something that was covered in their main education. As Erika said, all of them would greaty benefit from attending a course on trauma pedagogy, however, such courses cost money, and neither individuals nor schools often have money for them. Sometimes, in schools there are psychologists or other expert staff who might be able to help, but also a lot of schools don't have any. Outside help can be organized, but teachers aren't sure on who to turn to for assistance.

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Rosanna, Italy
A psicologica s

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So many good ideas' help from psychologists, translaters and social workers, safety islands, work through arts, clear targets, ceremonies and structures. But most of all, a happy and confident teacher who wants to help these students and make them dream a better life...

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peaceful music, welcome them

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There are no refugees or migrants in my school so I have only to imagine the way it could happen,the way they can arrive and how they can feel in my class,the way they  can be psycologically stressed. These videos make us understand that they need a place where they can feel safe and secure so as Erika said,we have to create a comfortable space and to help them with breating exercises and music.

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Supporting specific needs of newly arrived migrant students

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Supporting specific needs of newly arrived migrant students

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I have some experience with newly arrived migrant students; I often deal with many social, psychological, educational and sometimes economic. In these situations I have always worked in a team with other teachers of the school. Educators or anyone involved in them, only it makes an initial presentation, but there is no one path that leads us to a common purpose, which is the child who has needs. each works independently but thanks to the work of the whole teaching team we can do the best for our pupils without doing some differences. With some we use a teaching strategy, with others we feel differently, but we do our best for the good of all. With someone we use music, art, sports, dexterity ...

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There is not doubt that discrimination and xenophobic attitudes affect our refugee and migrant students.

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There is not doubt that discrimination and xenophobic attitudes affect our refugee and migrant students.

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It is necessary to bridge language and cultural barriers, including those relating to different gender roles.
Vocational training also has an empowering effect.

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If i had a student with dificulties, it wouldn't be easy to find support in my country because schools don't have any experts for psycological support.

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Hi! These two videos are very interesting. There are no refugees or migrants in my school so it is very hard to imagine how these students can be psycologically stressed. Maybe they can have strong reactions, they can be scared, shy or even violent and we are not able to think why they behave this way. These videos make us realized that they need first of all a safe place, a comfortable place where they can feel safe and secure. It is very interesting the advice of Erika to create a comfortable space and to help them with breating exercises and music.

It is also very important not to ask them to tell their stories because the storytelling can increase their emotional problems

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Intresting video!We don't nave migranti studente in che school but the videos are important to reflect.

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A very interesting video statement regarding actions by the teachers, music and picture therapy, safety islands and future optimism, i believe should work!

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we do not have migrant students in the school but these videos are so educating and helpful!! I am not sure whether in my country there are experts in schools who can help those children surpass their traumatic experiences. there are no psychologists or social workers at schools even for native students.

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I don´t have experience about it but any activity that will help the group to unite, to undestrand eachoterl would be usefull.

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I am a kindergarten teacher and in our kindergarten we don't have refugees. Watching these videos I found out many things about how to address this situation if the need occurs.

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How you can imagine in the prisons the supports and resources (human, technological etc) are less than out of the prison. The external help arrive mostly from volunteers. Also in the prison is important to work with a team of specialists which should not be missing the cultural mediators.

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I don't have any newly arrived migrant students in my class. I, nevertheless, find the videos very enlightening!  They made us realize how they trully feel and the kind of 'reality' they are forced to face everyday. Very shocking indeed!

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I agree with her. the newly arrived students don't  like the regular classes at the beginning but enjoy being in "their class" where they like activities such drawing , cutting and  many other activities. They like to express themselves freely.

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I agree with her. the newly arrived students don't  like the regular classes at the beginning but enjoy being in "their class" where they like activities such drawing , cutting and  many other activities. They like to express themselves freely.

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I haven't faced setuation like those which are presented in the video but I find all theese information very useful which I can use if it will be needed to do.

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Although Greek Ministry of Education does not provide psychologists or social workers to schools, NGOs support these cases for refugees students who live in shelters only.

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The role of the teacher in the classroom is fundamental as it must detect the specific needs. Once the needs are detected, the teacher must refer to different agencies and coordinate with different professionals for the benefit of the students

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I don't have any newly migrant students but all that for the videos are very useful for understanding the whole concept of feelings and reality of those children

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Our After-school day care is attending primary and Nursery children from different European countries and non-European countries. Therefore, newly arrived children speak different languages. They find support mostly among their peers and the different languages speaking teachers and volunteers who work with us. We have a great diversity environment and normally is this diversity our main resource to help our newly arrived students.

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I haven't experienced any difficult situation as theu were described above since I don't have in my classroom any newly arrived migrant students. Nevertheless, I do know in the city I live some institutions and organisations, govermental and non, where I could find some help if I had migrant students.

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I have never experienced  myself with newly migrants

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I have never experienced  myself with newly migrants

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Its not easy to find external help when u need.Children crying,and their soul are hurt because bombs in their countries.As teacher,we can

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ROMANIA
In my summer  camp this  year i was a teacher for children who lived in Liban and Siria, they wanted to  spend their holiday with their grandparents. Yes, the children were crying because they were happy and they felt safe. Yes, understanding the backgrounds of  fears and bombs was a huge  emotional  experience.

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It is very difficult to find external help when you need. But as teachers we can do lot of things with newly arrived migrants and we dot helpful ideas from the videos.

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I never had any experience with newly arrived migrant students with specific needs, due to their personal situation and origin. But as a teacher for children with special needs, I often have had to deal with many social, psychological, educational and sometimes economic issues. In those situations I always work in team with educators, neuropsychiatrists, associations, parents, and other structures outside the school. I think that we should do the same when newly arrived migrand students have specific needs: sometimes they don't even have a family with them, so it's really important to find help from the community outside the school.

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Konstantina, Greece

Every teacher has to know his/her limits. Aboslutely, external support is needed at many situations at school reality. Especially at the case of new migrant students. As it concerns our role, videos were very helpful in order to smoothly help them.

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Each school should have a team of specialists that offers support to newly arrived migrants into schools.

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When the foreign students arrive a new place, they need help from professional team. Unfortunately, society is still not aware of this and I think they do not get all the help they need.

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Important is the work of a team of specialists and support from all aspects - psychological, social, educational.

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It is important to have a network of specialists that can help on various occasions. If there are no such specialists appointed by the government, we can always turn to volunteer groups that are well organized to this end.
Teachers are not psychologiats and it's interesting what Erica emphasised: never ask them to tell their own story, because we may make them relive their trauma all over again.

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The foreign students arriving in Italy have very different characteristics. I never have students who have suffered violence and therefore have been traumatized.

I think every guy who comes to Italy from another country has a cultural background which conditions and which often prevents him from integration to strong contrasts between cultures. I remember dearly a Tunisian girl who wore the veil in school, but dressed in European style with the belly discovery.

All guys coming from other countries would need psychological support to integrate without losing their identity.

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A phsycological support is good for all students

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To me it's very important the role the cultural mediators play in supporting specific needs of newly arrived migrant students.

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To me it's very important the role the cultural mediators play in supporting specific needs of newly arrived migrant students.

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I totally agree with the Greek teachers that have already commented here. In Greece the majority of the schools, not to mention all schools, lack the peresence of a psychologist who is absolutely necessary not only for refugee children but for all the children. Of course, there are some schools which have develop some networks with organizations dealing with issues of drugs, alcohol, stress, traumatic expereinces, that hold seminars and workshops inside and outside of the classroom. I haven't experienced the difficulties of the newly arrived migrant students yet, but I would feel more confident if I knew that there would be a network of specialists that could give me advice on dealing wiht them.

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In every school there should be a psychologist, not only for immigrant's needs but for all students. Unfortunately in italian Southern schools teachers are  left alone.

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In every school there should be a psychologist, not only for immigrant's needs but for all students. Unfortunately in italian Southern schools teachers are  left alone.

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I have had no refugee pupils (for the time being), nevertheless I have had (and still have) newly arrived migrants students. These students have needs that I as a teacher I can’t provide, despite the fact that I do as much as I can. Furthermore it is not easy for these people to obtain support from state structures. Some of them are unwilling to do so (especially to obtain psychological support), because this is out of their culture. Therefore, a teacher has to be a little bit of psychologist, a little bit of social worker etc.

This school term I have a newly arrived migrant 6-year-old pupil. This pupil gets additional lessons in school in host language (Greek) but additional lessons of the host language outside school are not provided in the region (in a distance of 30 km).

During the years 1998-2000 I had newly arrived migrant pupils as well. Some of them attended additional lessons of the host language (Greek), but not all, as the school was in the center of Athens, and there is such a possibility. On the other hand I had pupils whose families were dysfunctional and who were in trouble. I tried to help them but it was impossible on accounts of the local (Greek ) legislation (the social welfare structures have no right to interfere if the interested person does not want to except of abuse, and in that case there was no abuse).

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we, as teachers, we need support, too.

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A resounding thanks to Erika and Nora to valuable advice that you have given us.

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Most of newly arrived migrant students, even though they are not refugees presents 'difficulties' and have needs which we as teachers are not always able to cope with. A psychological support would be very useful in all cases, but it's not so easy to have one, even for the most seriuous cases. Teachers are too often left alone to 'experiment' strategies and approaches without any certainty about the result of their attempts.

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Most of new

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Though I’ve never had refugees in my classes / school and have never dealt with these situations, I’m pretty sure my schoolboard would step in to solve whatever might happen. The schoolboard has always paid closed attention to immigrant children / sts allocating resources to support the sts’ needs so that they can flourish and be successful academically; we also have a psychologist at school who is used to deal with complex situations in a very professional way. That’s why I am absolutely sure they would be as supportive as they can and this team would be a safe and sound starting point in case we welcome refugees at our school.

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Though I’ve never had refugees in my classes / school and have never dealt with these situations, I’m pretty sure my schoolboard would step in to solve whatever might happen. The schoolboard has always paid closed attention to immigrant children / sts allocating resources to support the sts’ needs so that they can flourish and be successful academically; we also have a psychologist at school who is used to deal with complex situations in a very professional way. That’s why I am absolutely sure they would be as supportive as they can and this team would be a safe and sound starting point in case we welcome refugees at our school.

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Two years ago, I met a Chinese student who was in Italy from three years and he was very sad, because his literacy was very low and because he was loosing Chinese culture and language without learning Italian culture and language. I think he suffered from depression. I felt inadequate to face the situation. I tried to let him feel welcomed and to work on relationship with classmates, but it was not enough. The student has finished lower secondary school with many issues and I don’t know what he is doing now.

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Although there aren't any refugee students in my school for the time being, I hope that when this happens the state will make sure that a psychologist and a social worker will be by our (and our students') side. I know that this happens in some schools on a weekly basis in order to cover the needs of local students, as well.

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The psihological support is important  for the first months of integration untill they accomodate their selves in the classroom.

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Only private schools and a few public ones in Greece have the luxury to share a psychologist and a social worker for the pupils. And the pupils needs are constantly increasing. I think that support is provided in the refugee camps, but when the pupils come to the schools there is no provision for regular support by specialised staff, only teachers.

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Although in the school I work we have no newly arrived migrant students, I can share some thoughts with our team.  Of course there would be cases when migrant students have serious difficulties which cannot be supported by a common teacher. They may need special psychological support by an expert. The problem is that in most Greek schools we lack these experts.

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I am Maria Antonietta,I'm Italian, English I don't  know  well, but I understood the content because your emotions, your facial expressions went beyond words.I taught as a teacher ,I had sostegno.I had immigrant children in my classes; their parents educated in completely different ways girls and boys.In my school,the teachers work together for these children, there are psychologists who meet children and parents in terapy.I think that effective educational strategies for immigrant and refugee children, they should always be planned: Circle- time; braingstorming, cooperative learning, role-play, Wordle -cloud, maps, sings, music and play

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I am Maria Antonietta,I'm Italian, English I don't  know  well, but I understood the content because your emotions, your facial expressions went beyond words.I taught as a teacher ,I had sostegno.I had immigrant children in my classes; their parents educated in completely different ways girls and boys.In my school,the teachers work together for these children, there are psychologists who meet children and parents in terapy.I think that effective educational strategies for immigrant and refugee children, they should always be planned: Circle- time; braingstorming, cooperative learning, role-play, Wordle -cloud, maps, sings, music and play

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apart from psychological issues already developped, if language is an issue, I would ask from someone else to help us with the communication. I suggest parents to enrol their children in the first grade of the primary school. This will give them the time to obtain a very good level of the language of instruction as well as to acquire the necessary skills and abilities.

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Here in Italy there is a psychological help in every school. A doctor visits the school twice or three times a week. We request help. He/her sees the student and his/her family if possible and starts a therapy if needed. We meet the doctor routinely and talk with him about strategies and behavioral concerns. We can trust in this well organized structure. There is a lot of variously emotional wounded kids these days. Italian kids, too. So: we're well trained in these matters. Thanks Erika for the tips. And yes, I think your observations are true and actual in every teaching situation. NAM migrants/refugees or not. A teacher has to put his/her students at ease. We must understand students' needs and serve them. There is and ancient Roman saying, a gladius has two sharpened sides. 

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Here in Italy there is a psychological help in every school. A doctor visits the school twice or three times a week. We request help. He/her sees the student and his/her family if possible and starts a therapy if needed. We meet the doctor routinely and talk with him about strategies and behavioral concerns. We can trust in this well organized structure. There is a lot of variously emotional wounded kids these days. Italian kids, too. So: we're well trained in these matters. Thanks Erika for the tips. And yes, I think your observations are true and actual in every teaching situation. NAM migrants/refugees or not. A teacher has to put his/her students at ease. We must understand students' needs and serve them. There is and ancient Roman saying, a gladius has two sharpened sides. 

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In my school there is the support of a psychologist not only to migrant pupils but also Italian boys. I agree that you need to create a safe environment free from violence and not to insist to have them tell their stories. I remember that a psychologist invited to all pupils can be totally uncerchio and be able to remain embraced for some time, as well as using music therapy

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Creating a safe and welcoming classroom environment.

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I had never experienced this situation but in Italy there is a functioning network that help students and their families if there are traumas or relevant  difficult situations to overcome. There is CARITAS if they need economical help, cooperatives which are expert in linguistic mediation and other structures, charities, which give psychological support to students and their families. In the school where I teach , the Mayor and the Council are in direct contact with the school and they cooperate every time when there is a necessity.

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I think as a music teacher I can do my part to create a welcoming and relaxing environment for these traumatized children. And work with a psychologist available in my school.
I make you a proposal of relaxing video music.
https://www.youtube.com/watch?v=0UUw7XgQxO0&t=315s

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We have a center which provides us linguistic mediators for a certain amount of hours (up to 20 hours). They are usually helpful to learn about the students, his bacground and situation.
If a child has psychological problems or problems with learning we can send the child to the local state health center. But the specialists there have some problems to deal with foreign students as they find difficult to understand if the problem is just connected with the language or it's real. It's not easy to detect the problems of a child who can't speak the language.
On the other hand parents are not always willing to take the child to a specialist and don't care about that at all. We have some similar cases in our school.

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I think that refugee students could be supported by psychologists who work at schools part-time, by the counselling office that exists in every administration of secondary education, by psychologists and civile services of the town hall  but mainly from the teachers who are mor close to studentss and the associations of parents of evey school.

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Luckily in my school there’s, since the last week, the possibility to make refugees tell with the referent for migrants and psycologist.

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Although we don,t have many resources to work with our new migrant pupils, we try to organize us as a Education community in which everybody takes part. We organize interactive groups in class working together at the same time teachers, parents and pupils. The activities are very simple but help families, parents and children, to integrate in a easier way.

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I do not have any stories to share with  you. What is important from the videos above is to ensure that school is a safe and secure environment for the migrants. Psychologists and social workers could help us to achieve that They could also give us practical tips that we apply in our classrooms.

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In Italy no extra resources at school. In september and october  in my school a psychological support was available but teachers couldn’t ask directly for it. The burocracy took too long time and the two months ended. This way we wasted a precious resource.

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I am sorry I do not have any stories to share with  you. What I keep in my mind is that making migrant students feel safe if of high importance. Also, since we - as teachers- lack the special skills for a psychological approach towards such students, there are organisations, some branches of which can also be found in my area, which I can address for the issue.

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In my school refugee children have been placed in a third class, and are followed by teachers of inclusion plan, they are housed in a reception center in a town near where they say that you are very well. I have never done them questions about the past because it serves only to remember negative experiences. They were happy when I gave each of them a book Geronimo Stilton, they were happy and they said that 'they read and translated to the online dictionary. But everything is entrusted to the availability of teachers, it is not very difficult cases, but we do not figure to which to refer in case of need

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My immigrant students have never talked about their previous life or any difficulties they might have met. Most of them have already been integrated in the school community. There are, however, some newly arrived indian immigrants who do not speak the language. They are not open yet to talk to us, even with the mediation of their friends. We try to create a warm environment for them and I hope they will "open" themselves in the next months. I am not a specialist, that's why I am attending this course. However, at the present time, I would ask for the help of a specialist.

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As tutors said everything starts with providing a safe education environment.To be part of the classroom ,They shall know that they are safe .

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Last year I had a Moroccan student in my classroom and, at the beginning of the school year,  I' ve had some difficulties in relating with him because he refused to talk and answer to  any kind of question. He wanted to speak just with his Moroccan mate in the classroom! I and my colleagues felt powerless  but with the help of a Cultural Mediator who supported him we managed to interact with him.  As concerns my English lessons I tried to involve him in many  topics about different cultures in order to make him feel more comfortable. I realise he was afraid of his mates' judgement because he didn’t speak well Italian. But slowly thanks also to the positive attitude of the class, teachers' encouragement, the various, appealing activities in the classroom and some workshops after the school hours, he changed and he began speaking with his class and showing interest in the learning activities.

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Of course, I have had migrant students with familiar and social problems and I have tried to help them. Fortunately I am a psychologist and I work as a school counselor so I knew how to listen to them and what kind of advices or personal support I could get them. When this was not enough, I asked the participation of a social worker.

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Security and inclusion are at the basis of social integration.

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 Once again, I think we should prepare our regular students much in advance .

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 Once again, I think we should prepare our regular students much in advance .

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The tips is very usefull. I don't have newly arrived migrants in my school. But maybe in the future...

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Thanks for the tips: how we can help students by creating a safe and welcoming classroom environment.

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I try to organize a charity bazaar for the sale of the school newspaper. I shared at school, but many colleagues say there are conflicting views about migrants and do not want the money to go to them. It will be difficult to convince them, but I decided to do it. I will begin as  just  have convince my students. It is difficult now.

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Once I had a Russian child in my class. He was 7 and had just been adopted by a Maltese couple. He had lived in an orphanage. He did not know any Maltese and we communicated mostly with pictures. Once we had a fire drill and as soon as he heard the fire alarm was let off, he started shaking and crying. I have never seen such fear in my life as those moments with this child. To this day, I do not know why he behaved in that way.

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Fortunately I have no stories to tell, but what I have heard especially by Erika worries me a lot, because facing such difficult situations I think I should question all the work I do. I hope that the Italian school will set up a system as well as Erika explained.

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Thanks to Erika and Nora for the many tips they gave us. As I said, in my class there are second-generation migrant children, who are well integrated into the class. I think for the new migrant children is a big problem being in an environment again, a new language and a completely different culture, without forgetting the many obstacles they had to overcome to get to Italy and above suffer from lack of friends and relatives back home.