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UNHCR Lesson Plans Teaching About Refugees Age 15-18

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UNHCR Lesson Plans Teaching About Refugees Age 15-18

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Group and individual work is encouraged along the way to foster a sense of academic independence with check-ins by teachers.

Click on the links to download the teaching materials.

Words matter

Understanding refugees, migration and asylum begins with understanding a few basics. The word "refugee" is often used as a blanket term for people displaced by war, violence or persecution. But there are different categories of displaced people, each with specific needs.

You can watch these explainer animations as a preparation for your lesson. Choose which sections you need and download them as you like to compose your own instructional package.

Facts and figures about refugees

Finding the right facts and figures about refugees and migrants can be a challenge. There is a plethora of information available from thousands of sources. However, the information provided is not always reliable, complete or up-to-date.

In the facts and figures section of this website, you can find a set of downloads and media materials on refugees containing basic facts and figures you may need to prepare for your lessons. These materials are suitable for pupils ages 15-18.

Choose which sections you need in your classroom and download them as you like to compose your own instructional package.
Go to the Facts and Figures page
Video exercise

Omar's story

Omar is seventeen. His father Ziad and his mother Maha and his three brothers and two sisters fled Syria to Jordan, where they lived as refugees for e few years. Omar recalls how he and his father had to do all kinds of work just to survive. The family was eventually resettled to Luxembourg. Omar now goes to school like any other 17 year old. He is passionate about fitness and documenting his surroundings with his own camera.

Related materials

Download the video (English)

Use the lesson plan for exercises and class activities based on the video

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United Nations High Commissioner for Refugees

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Group and individual work is encouraged along the way to foster a sense of academic independence with check-ins by teachers. Click on the links to download the teaching materials. Understanding refugees, migration and asylum begins with understanding a few basics. The word "refugee" is often used as a blanket term for people displaced by war, violence or persecution.

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What Afghan Students Say They Need From Educators

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What Afghan Students Say They Need From Educators

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North Carolina is home to over 40,000 people who relocated to the United States as refugees. A refugee is by definition "someone who has been forced to flee his or her country because of persecution, war or violence.... [and] has a well-founded fear of persecution for reasons of race, religion, nationality, political opinion or membership in a particular social group." The Triangle is a large hub of refugee relocation. As of 2017, refugees and immigrants make up more than 10% of the population of urban counties in North Carolina. Refugees and immigrants comprise 13.9% of Durham's population and 13.3% of Wake County's population. When international crises hit, we feel the impacts in North Carolina and feel them acutely in the Raleigh/Durham area. We see the impacts on our students.

The Taliban collapsing the government and usurping control in Afghanistan directly impacts North Carolina teachers in their classrooms. We have students who are Afghan refugees who are struggling right now. And we have young Afghans en route who will soon be sitting in our desks. As teachers, we must seek to listen to the needs of our students, help them navigate the road ahead, and advocate with and for them.

I reached out to several former students who are Afghan refugees and current college students in North Carolina. I asked if they would like to discuss with me what they need their teachers to know, what they wish their teachers would do, and how their teachers could best support them. They collectively decided that we should meet virtually as a group to come to a consensus. Those who could not attend the meeting sent me their thoughts through email and text message. This is their consensus:

1. Teachers should educate themselves about Afghan history and the current situation in Afghanistan.

2. Teachers should talk about this major world event with their class, just like they would any other major news event. Don't ignore it.

3. Teachers should check on the well-being of their Afghan students by inquiring, "How are you and your family doing?" Don't pry into specifics, but show genuine concern and empathy.

4. Teachers should give a message of hope and encouragement about the future of Afghanistan.

5. Teachers should let their students know that they can come talk to them if they are struggling emotionally or academically. School counselors and social workers could consider creating support groups for students experiencing a sense of loss.

6. Teachers should help their Afghan students to find healthy ways to spend their time. Encourage them to participate in extracurricular activities at school (sports, theatre, debate, interest clubs, etc.) and help them get plugged in.

7. Teachers could and should be advocates and activists. Teachers could petition for women's rights in Afghanistan or email their legislators and ask them to encourage expediency in the Special Immigrant Visa program.

8. Teachers could consider giving money to the International Rescue Committee to provide emergency life-saving aid to the Afghan people.

The young Afghan men and women who met with me and wrote to me overwhelmingly expressed a feeling of isolation and longing to have others acknowledge their suffering. They hurt for their country and worry for their families and friends still in Afghanistan. As of right now, calls are not going through and many questions and concerns remain. These students find themselves struggling with depression and anxiety - incessantly checking their social media feeds for information from inside Afghanistan.

Finding the focus needed to complete organic chemistry homework and finish mechanical engineering assignments is difficult, but one young Afghan student found solace in her father's words of wisdom and encouragement. He told her, "You have to study for a better future to represent the girls in Afghanistan who don't have the opportunity for a better future right now."

I hope that as educators we will each take account of the students before us and seek to know them better throughout this new school year. As school doors open and students arrive, may we be attentive to their needs. Some of them will be sitting in our classrooms with heavy hearts and overburdened minds. It is my sincere hope that our instructional practices will lean into and not away from them.

Jennifer C. Mann

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Perspective | What Afghan students need from educators

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North Carolina is home to over 40,000 people who relocated to the United States as refugees. A refugee is by definition "someone who has been forced to flee his or her country because of persecution, war or violence.... [and] has a well-founded fear of persecution for reasons of race, religion, nationality, political opinion or membership in a particular social group."

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UNHCR Lesson Plans for Teaching About Refugees Ages 12-15

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UNHCR Lesson Plans for Teaching About Refugees Ages 12-15

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Video and audio materials for this age group tell stories of a refugee child of the same age as the pupils through discussion of familiar and relevant topics such as why and how people leave their homes, how they have come to a new country and future dreams. Students in this age range are encouraged to move their understanding from classroom into the practical realm of their lives.

Click on the links to download the teaching materials.

Words matter

Understanding refugees, migration and asylum begins with understanding a few basics. The word "refugee" is often used as a blanket term for people displaced by war, violence or persecution. But there are different categories of displaced people, each with specific needs.

You can watch these explainer animations as a preparation for your lesson. Choose which sections you need and download them as you like to compose your own instructional package.

Video exercise

Hassan and Youssof's story

Hassan and Youssof are fourteen and fifteen years old. The brothers fled Syria with their father Suheil, a karate teacher, with their mother and with their sister and three brothers. They first went to Jordan but were then resettled to Luxembourg. They are now enjoying school while their father teaches karate. The two brothers have also taken up karate and tell about life in their new country.

Hassan and Youssof's story

Related materials

Download the video (English)

Use the lesson plan for exercises and class activities based on the video

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United Nations High Commissioner for Refugees

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Video and audio materials for this age group tell stories of a refugee child of the same age as the pupils through discussion of familiar and relevant topics such as why and how people leave their homes, how they have come to a new country and future dreams. Students in this age range are encouraged to move their understanding from classroom into the practical realm of their lives.

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Many educators teaching diverse students report that they do not receive enough cultural background information on their students. If you are teaching Afghan students, it is important to be aware of newcomers' backgrounds. The information below is meant to provide an overview of key highlights, so you develop culturally responsive teaching strategies that are in tune with your students' learning styles. This cultural information was developed for teachers, but it can be used by anyone working or interacting with newcomer families.

Here is some cultural information to help educators and other professionals or volunteers who are working with refugee, immigrant, and asylum-seeking families. This page is about Afghan students in the USA.

Languages

Pashto and Dari

Teaching Afghan students in the classroom

It is estimated that only one-third of school-age Afghan children ever attended school during the 1980s, during the Soviet occupation. The education system fell apart completely in the ensuing civil war. Children were either taught at home, in the local mosque, or not at all.

Under the Taliban, secular education did not exist. Boys received religious education, and girls were forbidden education altogether. In Islam, education is more highly valued than wealth but, parents who wanted their children educated arranged for private tutoring in informal groups.

Afghans in the United States have a higher mean level of education than Southeast Asian and African refugee groups, but decades of recurrent conflict have led to the education being disrupted or discontinued. In Pakistan, approximately 80% of the school-age Afghan refugee population is currently out of school, resulting in extremely low literacy among Afghan refugees, especially among women and girls. Many women and elders have had little or no formal education at all.

Family/school engagement

Afghan students are expected to work hard in school and to come home after school to do homework. For this reason, some parents might not allow their children to engage in after-school activities. Boys usually have much more freedom than girls. Another contributing factor may be that many refugees do not know how to drive or lack access to a car, so transportation to school events will be a challenge.

While Afghan communities in the United States have made tremendous concessions to Western life, there is often tension in families as the children bring their school-learned American sensibilities into homes with traditional Afghan values. Schools teach children independence and assertiveness, which contradict cultural values of family interdependence and strict obedience to elder family members, particularly to the father's authority. Families are concerned that children will pick up immodest behavior from their non-Muslim classmates, as well as from school itself.

Culture, gender and family

The Afghan population in the United States shares a common nationality and Islamic religion, but it is diverse in terms of political orientation, religious affiliation, ethnicity, social class, and attitude toward modernization. The importance of this diversity cannot be overstated. In terms of ethnicity alone, there are 19 different groups in Afghanistan, and, while the majority of Afghans in the United States are Pashtun and Tajik, there is an Uzbek minority in New York, as well as some Afghan Jews and Hindus; and Hazaras are scattered around the country.

Afghans are generally reluctant to share personal and family issues with nonfamily members, including healthcare professionals, although women may discuss their problems with friends, including non-Afghans. They dislike others, especially outsiders, telling them what to do. In the United States, Afghans might perceive school and social service agency intervention as undermining parental authority, responsibility and control.

The Afghan family is sacrosanct and a matter of great privacy. It is considered a significant breach of manners for a man to express interest of any sort in another man's female relatives. For example, it may be inappropriate for a male teacher to ask, "How is your wife?"

Even though Afghan culture in the U.S. is in transition, with families ranging from traditional to cosmopolitan depending on their backgrounds and personal choice, family life remains the core of U.S. Afghan culture. Afghans tend to socialize almost exclusively with extended family members, and this intense family focus can cause culture conflict in the U.S. Extended family obligations often supersede other responsibilities.

Afghan women have, generally speaking, adapted to the U.S. better than have Afghan men, who have had difficulty finding a middle road between a traditional and an American lifestyle. The traditional husband's power and role as head of the family is further undermined when children learn English more quickly than their parents do and become their parents' translators and spokespersons.

Print this information as a PDF

You can download and print this Afghan student cultural information as a PDF and keep it as a resource in your classroom.

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Many educators teaching diverse students report that they do not receive enough cultural background information on their students. If you are teaching Afghan students, it is important to be aware of newcomers' backgrounds. The information below is meant to provide an overview of key highlights, so you develop culturally responsive teaching strategies that are in tune with your students' learning styles.

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This is the video from the author's website

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TED Talk: Melissa Fleming Let's help refugees thrive...

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TED Talk: Melissa Fleming Let's help refugees thrive...

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Melissa Fleming: Let's help refugees thrive, not just survive

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Today's refugee crisis is the biggest since World War II, and it's growing. When this talk was given, 50 million people had been forcefully displaced from their homes by conflict and war; now the number is 65.3 million. There were 3 million Syrian refugees in 2014; now there are 4.9 million.

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National Association of School Psychologists Tips for Educators

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National Association of School Psychologists Tips for Educators

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National Association of School Psychologists (NASP)

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As a result of violence and oppression around the world, many families are forced to flee their countries as refugees. Consequently, schools across the country are welcoming and serving students from diverse nations. These students bring their unique individual cultures and backgrounds while bearing some of the challenges and stresses of the refugee experience. The following tips and related resources can help educators meet the unique needs of refugee students.

Understand and recognize stressors. Refugee children and youth are often traumatized from premigration and resettlement experiences. They may have been exposed to violence and combat, home displacement, malnutrition, detention, and torture. Many have been forced to leave their country and cannot safely return home. Some may have come without their parents and without knowing of their health or safety. Psychological stress and traumatic experiences are often inflicted upon these children over months or even years, and many experience some kind of discrimination once entering U.S. schools. Additionally, they often resettle in high-poverty and high-crime neighborhoods, increasing exposure to stressful conditions.

Understand the effect of trauma on school functioning. Extreme stress, adversity, and trauma can impede concentration, cognitive functioning, memory, and social relationships. Additionally, stress can contribute to both internalized symptoms-such as hypervigilance, anxiety, depression, grief, fear, anger, isolation-and externalized behaviors-such as startle responses, reactivity, aggression, and conduct problems. Given the often chronic and significant stress placed on refugee students, many are at increased risk for developing trauma and other mental health disorders, undermining their ability to function effectively in school. Further, given the environment of their previous schooling and the immigration to the United States, many have experienced significantly interrupted schooling; coupled with language gaps, many students arrive unprepared to participate in school with their same-age peers.

Equip staff to provide trauma sensitive responses and supports. Creating trauma-sensitive schools greatly enhances supports for all traumatized students, including refugees. A trauma-sensitive school views behaviors as a potential outcome of life circumstances rather than willful disobedience or intentional misbehavior. Trauma-sensitive approaches emphasize helping school staff understand the impact of trauma on school functioning and seeing behavior through this lens; building trusting relationships among teachers and peers; helping students develop the ability to self-regulate behaviors, emotions, and attention; supporting student success in academic and nonacademic areas; and promoting physical and emotional health. Additional information is available at http://traumasensitiveschools.org/

Understand the challenges of relocation and acculturation. Refugee children and youth often have significant adjustments to life in their new communities and schools. This includes language differences, not understanding how schools function, not knowing where to go for help, little familiarity with the curriculum or social mores, and difficulty making friends. Some refugees are relocated to communities with an existing population from their country. Others may be the only people from their country, heightening the sense of isolation. Also note that children frequently adapt culturally and linguistically more quickly than their parents. Over time, this can cause conflict when children deviate from tradition and can increase the burden on children when parents rely on them to navigate their new environment and to act as language translators.

Be sensitive to family stressors. Parents and other family members are also dealing with the stress of relocation, including trying to navigate and achieve self-sufficiency in their new community. This includes overcoming language and cultural barriers, finding housing and employment, establishing a social network, understanding their role in their children's schooling, accessing social services, and connecting with their faith community. For many, having to ask for help or rely on others is not their norm and contributes to stress. Additionally, some parents may have experienced significant stress or trauma during the migration process, which can lead to increased risk for a range of negative outcomes for their children.

Identify children and youth who are at high risk, and plan interventions. Schools bear a responsibility to identify refugee students that may be at heightened risk based on the factors outlined above. In general, interventions delivered within comprehensive service models (i.e., multitiered systems of support) and focused on educational, social, and economic outcomes are more effective than clinical treatment alone, and can often prevent the need for intensive, direct services. However, by maintaining close contact with teachers and parents, the school crisis response team can determine which students may require more intensive crisis intervention and counseling services. Schools should also create a mechanism for self-referral and parental referral of students.

Understand cultural views regarding mental health. It is important that mental health professionals be aware of attitudes toward mental illness and the role of mental health services when providing assistance to students. Many cultures may have a minimal understanding of mental illness, and in some cultures and faith communities, mental health problems are greatly stigmatized. Some cultures may view emotional problems as a weakness in character as opposed to a natural response to adversity. Understanding these barriers is an essential first step to reassuring and engaging students and their families and ultimately building the trust necessary to provide effective services and supports.

Engage and empower families. Families from other countries may have different views about education, including the assumption that education remains the duty of the school and any involvement would encroach on that responsibility. Some families may not be proficient enough in English to know how to engage, despite a desire to do so. Additionally, many families may experience practical barriers, such as not having a car or employment that does not allow for active engagement during school hours. Schools can work with cultural liaisons and the families to find ways to connect with parents and ensure they have opportunities to participate in their child's schooling.

Focus on student strengths. Many refugee students bring many unique skills, strengths, and knowledge into the classroom. Build on those strengths of resilience, and consider having them share their knowledge about their country, customs, and culture. Educators should also support maintaining the home culture and language, while also balancing the importance of developing the skills and knowledge to succeed in the United States.

Access community resources. Reach out to community organizations that specialize in working with refugee families, if those resources are available, such as the International Rescue Committee. Maintain an accurate and evolving list of community resources available to help affected families. It is imperative to compile a list of community resources, including the names, telephone numbers, websites (if available), contact persons (if appropriate), descriptions of services, and any fees. Try to determine if support groups are being provided at local churches or community agencies. Consider also reaching out to state refugee coordinators.

Stop any type of harassment or bullying immediately. Refugee children may be at risk for harmful behavior by others if classmates or even teachers unfairly stigmatize them. Make it clear that such behavior, in any form (in person, online, on social media) is unacceptable. Promote acceptance and actively teach conflict resolution skills to both the perpetrators and the refugee student(s).
Note: Refugees who seek political asylum in the United States must gain approval from multiple federal agencies before immigrating. More information is available at http://www.uscis.gov/humanitarian/refugees-asylum/refugees.
© 2015, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, (301) 657-0270, Fax (301) 657-0275; www.nasponline.org.

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As a result of war and violence around the world, many families are forced to flee their homes as refugees. This collection of NASP resources can help schools meet the unique needs of this population.

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View the CommonLit collection and filter by grade level, theme, genre, literacy device and common core standard.

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Cross Cultural Etiquette - Afghanistan (the Basics)

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Cross Cultural Etiquette - Afghanistan (the Basics)

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Afghanistan - Culture, Customs & Etiquette

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Guide to travel, doing business, and studying in Afghanistan - culture, greetings, gestures, etiquette, protocol, negotiations, gift-giving, and more.

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The Cultural Atlas aims to inform and educate the public in cross-cultural attitudes, practices, norms, behaviours, communications and business skills

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Newcomer School Mental Health Assist from Ontario

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Newcomer School Mental Health Assist from Ontario

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Culturally Responsive Teaching

Creating an environment of safety and security is crucial for inclusion of refugee students in the classroom.

Hero Images Inc. / Alamy Stock Photo

A first grader spent the first two weeks in her new school hiding under her desk. When she finally emerged, she immediately attached herself to my leg. Any attempt to remove her ended in tantrums and tears. A classmate of hers greeted me every morning by dancing on his desk and shouting at the top of his lungs. He refused to sit in his seat and spent much of the day running around the room, hitting the other students and stealing from them.

The behavior I witnessed as a teacher of refugee children from conflict regions did not surprise me. I left Syria six months after the school where I taught was destroyed. Having experienced trauma firsthand, I knew the signs of post-traumatic stress experienced by refugee children. They often struggle to learn because the only thing they can think about is how to survive the next minute. Helping a student regain his sense of safety and security can improve the classroom environment for all students.

Respect Their Experiences

Sometimes we may not know if a child is a refugee because we may not even know what country or part of the world he came from. Students and families may hesitate to share their experiences of fleeing their home country because of racial, ethnic, or religious violence. While it would be easier for us to understand and predict the child's behavior if we knew the details of the trauma that the child has suffered, we can use other methods to gain understanding.

When a child begins to talk about her experiences in conflict or other trauma, it may be a casual mention in conversation. Unfortunately, many refugee children have spent their entire lives in war, so it is their "normal," and they talk about it as such. Mirroring the student's approach will allow her to talk about events at her own pace. Accepting what the child says shows the child that you accept her and creates a sense of safety.

When I first went to Syria to teach, I taught English at the local Armenian community center and took Arabic lessons. Both gave me a new perspective on my students and a window into the community, and I became known as "the Syrian teacher." Becoming a part of their community showed them that I truly cared about their children and broke down many barriers.

In working with refugee children, it can be valuable to familiarize yourself with their cultures. Trying a new restaurant or visiting a church or mosque can allow you to know people in the refugee and immigrant community. Taking the time and effort and demonstrating a willingness to learn shows the refugee community that you really care about their children.

Routines and Communication

When a young child who lives in an area of conflict kisses her parents goodbye in the morning, she doesn't know if she will see them again when she comes home. In fact, she doesn't know if she will have a home to come home to when school is out. Even the smallest change in classroom routine can put a refugee child into a tailspin. Establishing a clear routine offers security for all children and creates feelings of safety in the classroom.

While routine is important, don't let it preclude some of the joy of spontaneity. Look for ways to marry classroom routine and spontaneity. For example, rather than using the buddy system on field trips, I keep my students together in the same teams I use in the classroom. The environment and activity may have changed, but there is still the predictability of the same faces.

It is quite likely that you are dealing with not only a child experiencing trauma but a whole family. Taking the time to touch base with parents and guardians to explain your classroom and after-school activities and to go over the school calendar helps make refugee families part of the school community. Schools may provide an interpreter or connect you with someone in the community who speaks the language. Alternatively, a translation app can be useful for facilitating a private conversation. Clear communication creates a sense of inclusion not only with the student but also with the family.

Show Compassion

I started a tradition with my primary students in Syria in which, when they were hurt or upset, I would kiss two of my fingers and gently brush them against the child's cheek. Since they were just learning English, this simple gesture was a form of communication that they had no trouble understanding. In the fear and chaos of our final evacuation from the school, about 50 first and second graders crowded around me in the hall begging for "magic kisses." My first reaction was to shout "No!" and chase them out to the buses and safety, but I quickly realized that giving in to my own frustration and fear would only make the situation worse. Instead, I passed out their magic kisses as fast as I could and watched them run for the bus with smiles on their faces.

For an English language learner, communication is often based on nonverbal cues. Start a welcome and farewell tradition, such as magic kisses or high-fives, that gives students a sense of belonging to begin and end the school day. For these children, survival has often depended on reading body language, so they may react strongly to anxiety or frustration. Maintaining a positive tone communicates that your classroom is a welcoming and inclusive space.

Our home, our country, is an essential part of our identity, and refugee children have often lost their connections to their home. Hearing from their teachers that they are wanted and loved can create stability and safety that allow them to flourish, in and out of the classroom.

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Culturally Responsive Teaching Creating an environment of safety and security is crucial for inclusion of refugee students in the classroom. Hero Images Inc. / Alamy Stock Photo A first grader spent the first two weeks in her new school hiding under her desk. When she finally emerged, she immediately attached herself to my leg.

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The First Days: Welcoming Newcomer ELLs in the Classroom Community

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The First Days: Welcoming Newcomer ELLs in the Classroom Community

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Promising Practices for Schools Working with Refugee Families

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Promising Practices for Schools Working with Refugee Families

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Get new ideas, share your promising practice, and read about other refugee-serving programs across the country! Many innovative services that benefit refugee children, youth, and families are developed by agencies and individuals every day.

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How Austin ISD is Preparing to Welcome Refugees

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How Austin ISD is Preparing to Welcome Refugees

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With nearly 200 Afghan refugees expected to arrive in Austin by the end of next month, the Austin Independent School District is preparing to welcome the children of those families into its classrooms.

Thousands fled Afghanistan after the Taliban took control of the country's government earlier this month. Many who worked with the U.S. military in some capacity are relocating to Texas with their families through Special Immigrant Visas.

District officials said they still don't know how many children they'll receive. The district already serves over 700 refugee students, including about 300 from Afghanistan. Eleven new Afghan students enrolled at AISD schools at the start of the school year, they said.

The school district has an office that works as a language and resource hub for refugees and asylum-seekers in the district. Refugee family support coordinator Salimah Shamsuddin said her team trains teachers on ways to make their classrooms more inclusive for those newly arrived students.

"Something as simple as adding a map in the background and asking students like, 'Hey, where are you from? Why don't you pin the country that you're from?' That can make the classroom inclusive," Shamsuddin said.

Once these students arrive and the district receives a referral from their refugee resettlement organization, Shamsuddin said her office contacts parents to help with registration and enrollment.

The district's refugee family support office also tests students' English proficiency and provides interpreters for families since many of them only speak Dari and Pashto, the two official languages of Afghanistan.

The office's three-person team speaks 10 languages between them, but they also hire contracted interpreters when needed.

In the classroom, Shamsuddin said her office makes sure there are teachers who are certified in teaching ESL, or English as a second language.

Shamsuddin said they'll also be training teachers to recognize signs of trauma so that students can be referred to the right counselors and mental health providers. The district has an in-house mental health clinic, and also works with external trauma-centered community centers.

Shamsuddin said part of her work has been checking in with the new students, since many still have relatives in the war-torn country.

"Just last week, I was on a call with a high school Afghan student that was telling me about his cousin being stuck in Kabul airport," she said. "He's constantly checking the news and feeling so helpless being here. And so what does that look like, and what can we do?"

Shamsuddin said the incoming families' needs go beyond the classroom. Things like housing, food stamps and health insurance are also important. But for many, making sure their kids are getting a quality education is a priority.

"Providing that support, making sure that parents know what's going on in the classroom, informing them in their home language, I think that is really important," Shamsuddin said.

Refugee Services of Texas is looking for gift cards, volunteers and donations. Find out more ways to help here.

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Austin ISD Prepares To Welcome Afghan Refugee Students

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With nearly 200 Afghan refugees expected to arrive in Austin by the end of next month, the Austin Independent School District is preparing to welcome the children of those families into its classrooms. Thousands fled Afghanistan after the Taliban took control of the country's government earlier this month.

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Teaching materials are focused on building socio-emotional skills in the classroom with the aim of allowing students and teachers to co-create a peaceful classroom environment where children are able to celebrate their differences.

The activities are linked as much as possible to the experiences of children themselves and what their home life is like.

Video and audio materials for this age group tell stories of a refugee child of the same age as the pupils through discussion of upbeat, familiar and relevant topics such as home-life, hobbies, toys, new school life and future dreams.

Click on the links to download the teaching materials.

Main curriculum about refugees, asylum and migration

This main curriculum for children aged 6 -9 focuses on building socio-emotional skills and facilitating peer relationships, celebrating diversity, understanding new arrivals in the classroom, as well as creating a peaceful environment in the classroom.

Integrating teaching about refugees, asylum and migration in your class activities

This module contains guidance and ideas on how to introduce the topic in various settings in your classroom.

Activity guide for 6 - 9 year olds

This practical guide contains some suggestions for class activities.

Video exercise

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United Nations High Commissioner for Refugees

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Teaching materials are focused on building socio-emotional skills in the classroom with the aim of allowing students and teachers to co-create a peaceful classroom environment where children are able to celebrate their differences. The activities are linked as much as possible to the experiences of children themselves and what their home life is like.

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Children are encouraged to think of their own experiences and link them to topics being addressed. They are also encouraged to work in pairs or groups and to listen and take in other people's perspectives.

Video and audio materials for this age group tell stories of a refugee child of the same age as the pupils through discussion of upbeat, familiar and relevant topics such as why people might leave their home, their new home-life, hobbies, toys, new school life and future dreams.

Click on the links to download the teaching materials.

Main curriculum about refugees, asylum and migration

This main curriculum for children aged 9 -12 focuses on building socio-emotional skills and facilitating peer relationships, celebrating diversity, understanding new arrivals in the classroom and creating a peaceful environment in the classroom.

Integrating teaching about refugees, asylum and migration in your class activities

This module contains some guidance and ideas on how to introduce the topic in various settings in your classroom.

Activity guide for 9 - 12 year olds

This practical guide contains some suggestions for class activities.

Video exercise

Malak and Takwa's story

Malak and Takwa are eleven year old twins from Syria. They fled the war with their father, a karate teacher, their mother and their sister and three brothers. The family first went to Jordan and were then resettled to Luxembourg, where the twins are now going to school. They recently bought a rabbit. Malak wants to be a fashion designer when she grows up.

Related materials

Download the video here (English)

Use the lesson plan for exercises and class activities based on the video

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United Nations High Commissioner for Refugees

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Children are encouraged to think of their own experiences and link them to topics being addressed. They are also encouraged to work in pairs or groups and to listen and take in other people's perspectives.

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Immigrant & Refugee Resources - St. Louis Area

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Immigrant & Refugee Resources - St. Louis Area

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How Fairfax Schools are Preparing for Afghan Reguees

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How Fairfax Schools are Preparing for Afghan Reguees

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This article was written by WTOP's news partner InsideNoVa.com and republished with permission. Sign up for InsideNoVa.com's free email subscription today.
Nooria Luddin and her younger brother, Samiullah, fled Afghanistan in March 2020 to live with their father in Annandale.

Their father, Tahir, brought his five oldest children to the United States - leaving behind his wife and eight younger siblings - to ensure their safety. He was worried the Taliban might target him and his family because he had previously worked for several western European and American journalism outlets. But Tahir noted it was also important to him that his children receive an education in the United States because they could not get it in Afghanistan.

"My kids are unable to go to school because of security reasons because the Taliban were threatening my kids' new school," Tahir told InsideNoVa.

Tahir is awaiting the arrival of his wife and other children, who were among thousands of Afghans who fled after the Taliban takeover earlier this month. They are currently in Qatar.

When his family arrives, one of his priorities will be enrolling the children in school. A spokesperson for Fairfax County Public Schools said faculty and staff are already helping Afghan refugees enroll their children and providing them with additional support to help students adjust to their new environment.

"We will continue to share any community resources available to support new families as well as current families who are being significantly impacted," the spokesperson said.

When Nooria, 17, and Samiullah, 16, arrived in the United States, neither could speak English or knew how to use a computer.

"[Nooria] was only able to say 'Hi, my name is this,'" Tahir said.

A few weeks after their arrival, the siblings enrolled at Annandale High School. Tahir said he began helping his children learn basic English words and phrases using online tools, such as YouTube.

"Nooria and Samiullah had also never used a computer before," Tahir added. "So, for the first couple of months it was so hard, but luckily it was the pandemic, so I was not at work, so I was helping them."

But Tahir said he could not have helped his children overcome these challenges on his own, and noted that the dramatic change in Nooria and Samiullah's English proficiency and personal growth over the past year is because of the Fairfax school system's English Language Instructional Program.

"It's amazing; I cannot even express how much I'm satisfied with the teachers," Tahir said. "I am surprised by my daughter and my son when they speak. I said, 'Have these guys been here for 20 years?' But it's the first year. "

Between September 2016 and March 2021, the number of students enrolled at Annandale High School who speak a language other than English increased from 454 to over 600. Most of these students are refugees or immigrants from countries, including Guatemala, Sudan and China, who moved to Fairfax, in part because of the amount of resources available to English learners and their families.

Of the roughly 1,900 students who enrolled at Annandale during the 2020-21 school year, about 27% received English Language Learner Services, including Nooria and Samiullah, making it one of the largest English-learner programs in the county.

Meredith Hedrick, Annandale's department chair of English for Speakers of Other Languages, said that percentage does not include students who are proficient in English but also speak another language.

Overall, about 80% of the students are or were English-language learners, she said. "So that means eight out of the 10 kids - English is not their first language."

Between 2020 and 2021, Fairfax schools increased its budget for programs serving K-12 English learners from $95.4 million to $100.4 million. The budget for the current school year includes 50 new positions to support students utilizing English learner services, along with technology specialists and 18 new social worker and psychologist positions.

The goal of these programs is to increase English learners' proficiency in listening, speaking, reading and writing, as well as to facilitate a student's ability to argue, inform and explain ideas across different disciplines.

Hedrick noted that in addition to the academic component of the program, Fairfax is committed to providing students with emotional support by offering access to counseling, among other things. "Because if you don't have the social, emotional, you're not going to have the academic and you're not going to have the language."

For parents such as Tahir, the benefit of these programs is clear. In the last year and a half, Tahir said his children went from learning the alphabet to speaking in complete sentences. Tahir also noted that not only are his children learning English but they have enjoyed the experience because of the enthusiasm and compassion shown by teachers such as Uyen Nguyen.

Nguyen, 41, has been teaching English learners at Annandale for five years and in Fairfax for 12 years altogether. Like many of her students she was also a refugee, fleeing Vietnam in 1992 when she was just 12 years old.

Back then, Fairfax was just starting to offer English learning services to students like Nguyen. Nguyen said she started out in a general education class, which was difficult because most of her classmates were English speakers and they made fun of her accent. But after a few months, she joined an English learner class, which made a huge difference.

"Being a teenager coming to a new country, there's so much confusion," she said. "But then you come into the school and you're in this program with all these really caring teachers, and they are making this community where you feel like you belong and you meet all these other students who might be coming from different parts of the world but we all were a community and we were experiencing similar things, and it really helped shape us."

Nguyen said through the English learner program that she met some of her lifelong friends and formed important relationships with her teachers, who inspired her to become an English learner teacher herself.

"It was the teachers who made a huge difference," she said. "The way that they help us build a community within the classroom."

Nooria and Samiullah said they couldn't agree more.

"I like that program because it teaches me English," Nooria said. "And this was really enjoyable for me and the teachers were so kind."

Annandale's principal, Shawn DeRose, said that last week the school enrolled two new students who recently fled Afghanistan with their families. DeRose said Annandale will be able to accommodate any potential boost in the English learner program enrollment that may come with new Afghan students.

"Our school traditionally has strong partnerships with community organizations to help students who are in need of basic items such as school supplies," he said. "We will continue to lean on our community ties to support this influx, if needed."

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Fairfax schools lean on experience to prepare for Afghan refugees | WTOP

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This article was written by WTOP's news partner InsideNoVa.com and republished with permission. Sign up for InsideNoVa.com's free email subscription today. Nooria Luddin and her younger brother, Samiullah, fled Afghanistan in March 2020 to live with their father in Annandale.

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Resources for Displaced Afghans Seeking Assistance

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Resources for Displaced Afghans Seeking Assistance

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This page is also translated in:

Evacuation status

The United States and partner countries continue to evacuate thousands of Afghans. As of August 27, 2021, about 105,000 Afghans have been evacuated. Evacuation efforts will continue until the August 31, 2021, deadline.

Many Afghans arriving in the USA will have humanitarian parole status, which offers temporary protection.
Under current rules, if you arrive under humanitarian parole status you will need to apply for asylum or another status. You should seek legal assistance as soon as possible to help with this process. You can find an immigration attorney at ImmigrationLawHelp.com or on the CLINIC legal directory. You can look for additional legal resources as well as English language classes, social services and more in your new community, use our FindHello app available online or for download.

Will the U.S. Congress pass a law to help the Afghan people in the USA?

It is expected that Congress will introduce several bills to create a more direct system for adjustment of status for Afghans coming to the U.S. We will update this page when more information becomes available.

Resources

Resources on this page have been gathered by Refugee Council USA (RCUSA) and translated by USAHello. USAHello is proud to be a member of RCUSA's national coalition of non-profit organizations that promotes efforts to protect and welcome refugees, asylees, asylum-seekers, and other forcibly displaced populations.
Additional resources for individuals seeking to support Afghans, engage in advocacy and resources for elected officials are available on RCUSA's website.
Assistance in Afghanistan

Evacuation Assistance

Protecting Digital Identity
Human Rights First offers resources on steps to take to protect your identity online
Learn if you are eligible for one of the visa programs

There are certain programs available for the Afghan people coming to the USA. Please learn about them below.

Special Immigrant Visa (SIV)

The SIV visa program is available to Afghan nationals who were employed by, or on behalf of the US government within Afghanistan.

This program is intended to allow those who qualify, and their direct family members, to apply directly to the US for resettlement. They do not have to wait for an UNHCR referral.

After their cases have been approved, SIVs receive resettlement services from a local resettlement office.

Learn more:

Priority 2 (P2) Program

P2 is a new designation for certain Afghanistan nationals. A P2 designation means that this is a group of "special concern" to the US government.

The P2 designation is for Afghanistan who do not fall under the SIV program. P2 includes Afghanistan nations who:

do not meet the minimum time-in-service requirement for SIV, and

those who worked in Afghanistan for a US-based media company or a non-governmental organization.

After their cases have been approved, P2s receive resettlement services from a local resettlement office in the USA.

Learn more:

Humanitarian Parole

For many Afghans arriving in the US, they will likely be initially seeking humanitarian parole.

Humanitarian parole is a temporary status allowing the parolee to stay in the United States up to 365 days while applying for a longer term solution.

Under current law, parolees are only able to apply for work authorization, they can only access refugee resettlement services or benefits once they have been granted a separate status (such as asylee, SIV, etc.).

Learn more:

Asylum

You can apply for asylum from within the U.S. or at a U.S. port of entry.

A person can seek asylum in the United States if they meet the definition of a refugee. Learn more about who is a refugee.

Asylum seekers can seek work authorization while awaiting final decision on their case. Once they have been approved for asylum, they can receive services from a local resettlement office.

Remember, you can find legal assistance to apply for one of these programs by looking for an immigration attorney at ImmigrationLawHelp.com or a trusted non-profit organization on the CLINIC legal directory.

Afghans who worked for the United Kingdom

Learn more about the UK relocation program.

Arriving in the US

Airport Support

Resource Roundup
*This page will be updated as more information becomes available.

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Resources for displaced Afghans seeking help | USAHello

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This page is also translated in: The United States and partner countries continue to evacuate thousands of Afghans. As of August 27, 2021, about 105,000 Afghans have been evacuated. Evacuation efforts will continue until the August 31, 2021, deadline.

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Translatable parenting handbooks for raising children in a new country

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Translatable parenting handbooks for raising children in a new country

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Welcome to your information hub for empowering immigrant children and their families. Bridging Refugee Youth and Children's Services (BRYCS) aims to strengthen the capacity of refugee-serving and mainstream organizations across the U.S. to empower and ensure the successful development of refugee children, youth, and their families.

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Free English Lessons for Pashto Speakers - Parsemus Foundation

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Free audio lessons of basic English phrases that Pashto speakers can listen to online or download for later.

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Children's Books about the refugee experience

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Children's Books about the refugee experience

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These books capture the triumphs and the resilience of children who are refugees. They also convey the hardships that refugees face as they flee war and persecution.

We encourage you to use these stories as a resource in informing yourself or your students about the challenges that refugees may face in their new lives.

For YA titles, see our Refugee Experiences booklists, and for recommendations on supporting refugee students, see these suggestions and video clips from veteran educators.

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The Refugee Experience: Books for Children

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These books capture the triumphs and the resilience of children who are refugees. They also convey the hardships that refugees face as they flee war and persecution. We encourage you to use these stories as a resource in informing yourself or your students about the challenges that refugees may face in their new lives.

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How To Help Your Muslim Students in the School Cafeteria

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How To Help Your Muslim Students in the School Cafeteria

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"My family moved from California to New Jersey in the beginning
of my sophomore year of high school. I will never forget the first day
in a new school, walking into the cafeteria during lunch and not
knowing a single soul. I didn't feel confident enough
to share a seat at just anyone's table."

Just as English Language Learners in general don't fit into one neat package, ELLs who are Muslim come from a variety of cultural and religious backgrounds. Most Muslim boys and girls dress the same as typical American students, although some Muslim girls may wear a hijab (headscarf), and it is only through their religion that differences become apparent. Two Turkish 8th grade boys that I had my first year observed Ramadan but were not otherwise especially religious. Two elementary Kurdish siblings I had some years later, though, were. Neither they nor their parents spoke any English when they arrived at my school but through an interpreter who became a tutor for the kids, I learned that the parents had concerns about the children eating lunch at school -- they needed to be sure that all the food their kids ate was halal.

More and more ELLs who are Muslim are registering for school in communities where people may not know a lot about Islam. If the school staff is not familiar with Islamic dietary regulations, problems may arise due to language and cultural misunderstandings. I hope this blog post gives you some suggestions for dealing with this issue if you work with Muslim ELLs who have recently arrived in this country and know little, if any, English.

The word halal means permissible in Arabic. Halal food is similar to kosher food in the Jewish tradition, in that it tells you what you can and cannot eat. You may already know that it is forbidden for Muslims to eat pork or drink alcohol. It's also forbidden to eat dogs, snakes, frogs, and several other animals. In addition, animals whose meat will be consumed have to be killed according to Islamic law and only certain parts of the animal can be eaten. The Food and Agriculture Organization of the U.N. has a definition of what halal food is and you can read the specifics here . Food that is halal will say so on the packaging so it's easy to tell if it's permitted or not.

I didn't want the Kurdish family to spend their limited funds on food when the kids could eat for free in the school cafeteria, since they were eligible for free breakfast and lunch. (Click on to find the USDA's application forms for free and reduced meals in Arabic and 48 other languages.) But how would the students know what they could and could not eat? That's where I came in. If you have Muslim ELLs at lower levels of language proficiency and who are unfamiliar with the food that is typically offered in school cafeterias, here's an easy way to help them figure out what they can and cannot eat for breakfast and lunch at school.

The first thing I did was get a copy of the breakfast and lunch menus, which were distributed at the end of one month for the next month. Looking them over, I circled all the items that I knew my students could have, such as vegetables, fruit, pasta, and most desserts. For the items I wasn't sure of, like hot dogs and pepperoni pizza, I went to the cafeteria and after explaining what I needed to know, the lunch ladies were very helpful. They pulled out several packages of food from cabinets and the refrigerator to look for the halal label. For the few items that we couldn't find a label for, we called the director of food services and asked him. If he didn't know whether or not a food was halal, I left the item uncircled.

During one of my planning periods before the new month began, I spent 5 - 10 minutes going through all the items offered on the breakfast and lunch menus. Sometimes I wasn't sure about some things and had to go to the cafeteria to ask the lunch ladies. But that took only an extra 15 minutes or so.

Once I had the menus straightened out, I gave them to the older child; he was in 4th grade and his sister was in kindergarten. I explained that the circles meant Yes, it was okay to eat it and everything else meant No, it wasn't okay. That was easy for him to understand. I photocopied the menus and sent one set home with him and kept another set in my classroom for reference. When the tutor saw the children, she translated or explained what the foods were and reiterated which ones were halal and which weren't. That way, the children knew what to get when they went to breakfast and lunch. (If a native-language tutor isn't available, you can try Google Translate to search for the names of foods.)

If you can take your new ELLs to the school cafeteria and show them the procedure for getting their meals, that would be helpful because it's very likely the whole experience will be unfamiliar to them. Everything was new for my 4th grader and, fortunately, I was able to go with him the first few times to make sure he got the right things to eat. As we went through the lunch line together, with him pointing to the items he wanted, I explained to the lunch ladies that the boy was a new student who didn't know English and I asked them to please be understanding and patient when interacting with him, and of course they were. (Since I wasn't free at the kindergartner's lunch time, I asked her homeroom teacher to help her.)

The other major food issue for Muslim students is what to do during Ramadan. (For info about this holiday, please click here to see my Ramadan resource that includes a reading passage, task cards, puzzles, and multilingual posters.) Having worked in Muslim countries, I thought it would be difficult for my students to go to the cafeteria at lunchtime and watch their classmates eat while they just sat there. So I talked to the principal, explained what I wanted to do and why, and arranged for the 8th graders to go to my classroom and spend their 15-minute lunch period there. (The Kurdish kids had moved by the time Ramadan began.) Another possibility, if it can be arranged, is for students to go to the school library. As it turned out, my ELLs actually didn't mind staying in the caf so after a few days, they just went there and waited until lunch was over, then went outside for recess with their friends.

These are just a couple simple suggestions for helping your newly-arrived Muslim students with limited English language skills navigate the school cafeteria. They are quick and easy to implement and they will go a long way towards meeting the needs of your ELLs. How have you helped your Muslim ELLs adjust to their new school?

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How to Help Your Muslim Students in the School Cafeteria

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"My family moved from California to New Jersey in the beginning of my sophomore year of high school. I will never forget the first day in a new school, walking into the cafeteria during lunch and not knowing a single soul. I didn't feel confident enough to share a seat at just anyone's table."

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St. Louis Economic Development Partnership

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Here are ways you can help incoming Afghani refugees

The International Institute of St. Louis has put together the needs Afghani refugees will have settling in St. Louis.

1) Donate to frontline organizations here in St. Louis.
International Institute of St. Louis - serving populations from all around the world in the St. Louis area since 1919. As the only refugee resettlement agency in the St. Louis region, IISTL on average serves 7,500 individuals on an annual basis. With deep cuts to the refugee resettlement program over the past several years, IISTL is working on building capacity in order to serve those who come to St. Louis and are in the most need. You can help by sharing current job openings. Not able to donate monetarily? Organize a donation drive for some of our most needed items. Or host a fundraising event or donation drive.
Oasis International Ministries (314-535-3800) & House of Goods Baitulman (314-833-3300) both serve critical roles in providing goods and services to newly arrived refugees. Along with monetary donations, they both accept and distribute donated furniture and household items to refugees to start their new lives here in St. Louis. IISTL utilizes help from both organizations regularly.

2) Donate to organizations working in Afghanistan and surrounding areas to help.
International Rescue Committee (IRC) - assisting on the ground in refugee camps as well as helping individuals and families resettle in the U.S.
Lutheran Immigration and Refugee Service (LIRS) - active in refugee resettlement across the U.S. Currently, LIRS is operating their program "Afghan Allies" lending assistance to those currently in Afghanistan.
United Nations Refugee Agency (UNHCR) - providing on-the-ground support for those displaced and in need in Afghanistan.
U.S. Committee for Refugees & Immigrants (USCRI) - currently providing resources and information to those in Afghanistan and around the world on SIV applications and beyond.

3) Donate to specialized service organizations here in St. Louis. We're so fortunate to live in such a diverse city where foreign-born community support organizations are plentiful. It's not just about newly arrived refugees. These organizations serve the wider immigrant populations in our region.
Casa de Salud
Welcome Neighbor STL
Bilingual International Assistant Services (BIAS)
MICA Project
Immigrant Home English Learning Program (IHELP)

4) Prepare to volunteer your time and energy.
We know that we at IISTL are anticipating 1,000 refugee cases this year. We don't know when they will come - sometimes we will receive as little as 24-48 hours' notice of arrival. IISTL, as well as the above-mentioned organizations, will need your help. The best things you can do right now is to prepare - fill out interest forms and applications, stay engaged and informed. We're sure other organizations will form and become more involved. New needs will formulate. Be patient and flexible with the ever-changing landscape that is refugee resettlement.

5) Advocate on any and all levels.
Pick up the phone. Call your representatives (local, state, federal) and let them know that you want action from them now and on an ongoing basis around the issue of Afghan resettlement. Policy makers as well as shapers of public discourse need to understand that there is broad bipartisan consensus for Afghan resettlement and that - regardless of opinions on the military engagement - the United States should not abandon its allies to be persecuted.

While timelines are currently unknown, what we do know is that your help will be needed. Get involved today and stay involved. This is a tragedy we're watching unfold in real-time. We're unfortunately seeing these types of situations happen more and more on the global stage. We can help. Let them come. Let us welcome our new neighbors with open arms.

Click here to learn more.

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How Can YOU Help? - St. Louis Economic Development Partnership

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The International Institute of St. Louis has put together the needs Afghani refugees will have settling in St. Louis. 1) Donate to frontline organizations here in St. Louis. International Institute of St. Louis - serving populations from all around the world in the St. Louis area since 1919.

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St. Louis is a vibrant, diverse city with residents from all over the world. SLPL celebrates this richness by participating in Welcoming Week, September 10-20, which is an opportunity for immigrant, refugee and U.S.-born neighbors to connect at events that inspire, entertain and educate, as we strive toward a community that is more inclusive, cohesive and equitable for all.
The Art of Belonging
ALL WEEK/ Buder Library

Canta y lee con Ashley: Sing and Read with Ashley
September 10/ 9-9:30 a.m./ Online

Navigating U.S. Citizenship and Immigration Services
September 14/ 6-8 p.m./ Online

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St. Louis is a vibrant, diverse city with residents from all over the world. SLPL celebrates this richness by participating in Welcoming Week, September 10-20, which is an opportunity for immigrant, refugee and U.S.-born neighbors to connect at events that inspire, entertain and educate, as we strive toward a community that is more inclusive, cohesive and equitable for all.

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Thank you for your outpouring of volunteer interest, financial contributions and in-kind donations you have dropped off over the past two weeks. We are overwhelmed by your generosity and willingness to welcome our new neighbors. Volunteers and staff have been putting in hours each day to sort and organize your donations.

At this point in time, we ask that donation drop offs are postponed until Thursday, September 9. This pause is to give staff and volunteers an opportunity to sort the items we have, assess what we may need more of, and communicate that to you and the community as a whole.

Currently, items that can be most quickly utilized are grocery gift cards & bus passes. These are items needed by current clients as well as ones we will be able to distribute to individuals and families upon arrival.

Financial contributions are always appreciated. Unrestricted donations allow IISTL to apply dollars where they are needed most. Once again, thank you for your generosity and support. More updates coming soon.

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Thank you for your outpouring of volunteer interest, financial contributions and in-kind donations you have dropped off over the past two weeks. We are overwhelmed by your generosity and willingness to welcome our new neighbors. Volunteers and staff have been putting in hours each day to sort and organize your donations.

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Afghan Voices--stories for children and young adults

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Afghan Voices--stories for children and young adults

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The following books bring a wide range of Afghan stories and voices to life. While they present a variety of themes and settings, they capture the resilience, spirit, and warmth of the Afghan people.

These books can be used to support school and community discussions of current events as they develop in Afghanistan.

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Afghan Voices: Books for Children and Young Adults

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The following books bring a wide range of Afghan stories and voices to life. While they present a variety of themes and settings, they capture the resilience, spirit, and warmth of the Afghan people. These books can be used to support school and community discussions of current events as they develop in Afghanistan.

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Welcome Neighbor STL | Community Support Group for St. Louis Refugees and Immigrants

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We are a community group supporting immigrants and refugees as they begin a new life in St. Louis.