# data[].attributes.headline
The Suitcase - Chris Naylor-Ballesteros (Ages 2-6)

# data[].attributes.subject
The Suitcase - Chris Naylor-Ballesteros (Ages 2-6)

# data[].attributes.body
When a new animal arrives pulling a big suitcase, the other animals are curious about what it is in their suitcase.

This is a touching, timely tale about the importance of kindness and understanding. It is a simple, yet powerful way to explore the ideas of home, empathy and friendship with young children

# data[].attributes.body
This activities in this pack can be easily adapted to take a rights based approach to exploring the current crisis

# data[].attributes.body
Use this resource from the Red Cross to explore the events in Ukraine through a powerful photo and explore how humanitarian crises affect people

# data[].attributes.attachment_link.readable_text
Use our Newsthink resource to explore the events in Ukraine through a powerful photo and explore how humanitarian crises affect people

Even before the frightening events seen this year, communities in Ukraine were bearing the brunt of eight long years of conflict. Use this teaching resource, based on a picture taken of the International Red Cross working in Poland in February 2022, with young people to explore the impacts conflict and crisis have on people, and discuss our common human values.

If you would like support on how to approach global conflicts like the Ukraine crisis with learners, you can use our resource on exploring conflict in impartial and neutral ways.

Learning objectives

Examine and discuss an image related to a current humanitarian news event

Analyse and identify how people are impacted by this event

Discuss and debate a statement relating to a core value by explaining whether you agree or disagree

How do I use this resource?

Explore events unfolding in Ukraine through the lens of a humanitarian. Use a photo to explore the impacts conflict has on people. Download the PowerPoint above to deliver the activities. Use one, some or all of the activities, as suits you. Each one can be done in ten to fifteen minutes. Embed this activity into your lessons or use it in assembly or tutor time to engage learners with current events and humanitarian news.

Resource overview

Explore the photo of the people at Polish Red Cross rest stations and ask learners to analyse the moment captured using the "see, think, feel" framework.

1. Debate the statements: 'Civilians should never be targeted' and 'all people deserve to be safe'. Do learners agree or disagree? Why?

2. Compare this photo and these events to the Afghanistan crisis using our Newsthink from last year. Ask the question 'all people deserve to be safe" again - do learners still agree? Why?

3. Encourage learners to reflect on their values and opinions in their own time through a reflective journal.

4. Explore what further actions people can take to learn more about this issue, or support the people affected.

Learn more

Widen the discussion by exploring the impact of other recent conflicts, including the experiences of refugees in Afghanistan in 2021.
Newsthink: The Afghanistan crisis

Discussing world news events

This resource can be used to discuss recent events that have been given extensive coverage in the news and on social media. Explore all conflict and its consequences and refugee and migration resources, or try one of these news-related activities:

Supporting resources

Support your learners when discussing difficult topics with our wellbeing resources. These activities help children and young people to build empathy, kindness and resilience skills that can help them cope when faced with challenges.

Don't miss out

Sign up to our mailing list and receive new teaching resources, newsworthy resource packages, and information about educational offline and online products straight to your inbox.

Credits

Photo credit ©Polish Red Cross. This resource was created by the British Red Cross in March 2022.

# data[].attributes.attachment_link.keywords[]
teaching resource russia ukraine war 2022

# data[].attributes.attachment_link.title
Ukraine teaching resource | British Red Cross

# data[].attributes.attachment_link.description
Examine and discuss the 2022 Ukraine crisis using a photo based activity. This teaching resources is suitable for secondary school students Key stages 3 and 4.

# data[].attributes.headline
My Name is not Refugee -Kate Milner (Ages 5-7) 

# data[].attributes.subject
My Name is not Refugee -Kate Milner (Ages 5-7) 

# data[].attributes.body
In this picture book a mother is talking to her child, preparing him for the journey they will soon have to make to escape danger.  We find out that at times it may be interesting or exciting with new things to see, but it will also be long and tiring, strange and worrying and sometimes maybe quite boring. The illustrations reveal the feelings of her young son as we travel with him on his long journey.

Designed to share with an adult, this story explains many aspects of the refugee experience from what it might feel like to leave your home, deciding what to take with you to trying to settle into a new home. There are questions on every page to discuss with your child. What would you take if you had to suddenly leave your home? How far do you think you could walk? What games can you make up when you are bored and have no toys?

# data[].attributes.body
Safe Place Ludo explores the difficult journeys made by people fleeing conflict.

# data[].attributes.attachment_link.readable_text
For the past few years, news headlines have been dominated by stories of conflict and the people who are fleeing from fighting and seeking refuge.

There has also been lots of debate about what the political response should be to the refugee crisis in Europe and beyond. Christian Aid believes that all people, including refugees, should be safe and looked-after.

We've produced resources to help your pupils understand more about choices and challenges facing people making difficult journeys in search of a safe place and to empathise with the situation currently facing many refugees.

Find our resources in English and Welsh below, as well as two videos you may find helpful.

# data[].attributes.attachment_link.description
For the past few years, news headlines have been dominated by stories of conflict and the people who are fleeing from fighting and seeking refuge. There has also been lots of debate about what the political response should be to the refugee crisis in Europe and beyond.

# data[].attributes.body
This lesson plan and video introduces learners to the principles of international humanitarian law or the 'rules of war'. Explore what they are, why we have them and their importance in governing what is and is not allowed in armed conflict.

# data[].attributes.attachment_link.title
British Red Cross teaching resources : Rules of war

# data[].attributes.attachment_link.description
Citizenship and PSHE activities exploring international humanitarian law and how it is applied in situations of armed conflict

# data[].attributes.attachment_link.readable_text
If you are upset by the news, it's important to know that you are not the only one and it's OK to have those feelings.

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

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

What to do if you're upset by the news

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

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

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

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

It's normal to feel upset

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

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

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

Do things that make you happy

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

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

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

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

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

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

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

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

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

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

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

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

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

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

# data[].attributes.attachment_link.description
If you are upset by the news, here is some advice to help you.

# data[].attributes.headline
7 ways to support children who are worried

# data[].attributes.subject
7 ways to support children who are worried

# data[].attributes.attachment_link.readable_text
This conflict cannot be understood without historical context. It is influenced by over 100 years of territorial disputes, war and economic competition that has often involved all of Europe. In particular, students should understand what the Cold War was and, after it ended, how Ukraine became an independent country. Next, it is important to understand what NATO was in the Cold War, what it is today, and why Ukraine is currently caught between it and Russia. Follow our links below for some great lessons on introducing this concept. The Economist Foundation offers a good, short explanation for the origins of the dispute and an exercise on possible international responses. World 101 offers a useful history of NATO and a challenging resource on the civilian cost of conflict.
Balance: understand both sides
In the context of an invasion it can be difficult to find any point of balance. However, we should not allow discussion of conflict to become too one-sided. Peace and conflict resolution is founded on mutual understanding, where opposing groups listen to one another and develop solutions together. It is now obvious why Ukrainians may fear Russia, but it is important to note Russia's fear of NATO expansion so close to its borders. The easiest thing to do here is to mention possible motivations on either side and then use this as a prompt for the discussion of potential solutions. You could ask: What could have been done before this crisis to reduce tensions? What should be done now? There won't be easy answers to these questions, but it is important to demonstrate that the first steps to a resolution are based on understanding and discussion.
Empathy: highlight individual stories
War is never heroic nor glamorous. The tragedy is that almost all of those involved are against it. Peacebuilding is about understanding that there are rarely positive outcomes to war and that non-violent solutions should always be preferred. A powerful way to demonstrate this is by hearing the testimonies of those affected by war. Literature and media resources are really useful here. Follow the link below for the short film 'Fatima's Journey' that documents the experience of a young Syrian refugee in her own words. Accounts such as this show that the people experiencing and fighting wars are just like us. After this, encourage students to think about how different people in Ukraine may be feeling. How do the Ukrainians fleeing Kiev feel? What about the Ukrainian Russians in eastern, rebel held territory? What do the Russian soldiers and their mothers at home feel? What about the Ukrainian citizens getting called to arms?
Action: guide discussion towards solutions
However dark this situation is, it offers the opportunity to really highlight the aspirations students have for a better world. It's easy to get bogged down with discussion of pragmatic solutions like the appropriateness of sanctions or military intervention. Allow students to be as imaginative as they want. This is especially useful for younger children if discussion of the invasion may seem too complicated. Ask: if they had to build a peaceful world how would they do it? What does being peaceful mean to them? How do they resolve arguments in their own lives? The huge environmental, economic and human cost of war also draws attention to what we wish global efforts could focus on instead. Ask: how would they use all the resources and money spent on war differently? This is the time to talk about all that can be achieved through global cooperation and empathy. Find below the Peace Education Networks' 'Teach Peace' pack for excellent primary-level resources on the benefits of peaceful cooperation and the challenges of bringing it about. These can easily be adapted for older students.

# data[].attributes.attachment_link.description
This conflict cannot be understood without historical context. It is influenced by over 100 years of territorial disputes, war and economic competition that has often involved all of Europe. In particular, students should understand what the Cold War was and, after it ended, how Ukraine became an independent country.

# data[].attributes.attachment_link.readable_text
Developing critical thinking around global issues is central to developing global citizens. This is a simple, easy-to-remember framework which can provide a focus for work on issues. It can be applied to almost any theme/ issue and you can use a range of resources such as a photograph, a plant, an object or even a story as the stimulus.

# data[].attributes.attachment_link.title
The Development Compass Rose: a framework for raising questions - Stride - online magazine for global citizenship in schools

# data[].attributes.attachment_link.description
This is a simple, easy-to-remember framework which can provide a focus for work on issues. It can be applied to almost any theme and you can use a range of resources such as a photograph, a plant, an object or even a story as the stimulus.

# data[].attributes.headline
Talking to Children About War and Conflict

# data[].attributes.subject
Talking to Children About War and Conflict

# data[].attributes.body
This excellent resource recommended by Trauma informed practitioners has lots of ideas and points to consider when talking to children about current events in Ukraine

# data[].attributes.headline
A Child friendly guide to the war in Ukraine

# data[].attributes.subject
A Child friendly guide to the war in Ukraine

# data[].attributes.attachment_link.description
Fast facts about the war in Ukraine and how you can help. Click here to find out.

# data[].attributes.attachment_link.readable_text
As hostilities in Ukraine escalate, children may see and hear things about the crisis in the news, leading to feelings of uncertainty, anxiety and fear, which parents and caregivers need to address, Save the Children's psychologists warn.

Ane Lemche, a psychologist and child counselor with Save the Children, said children around the world might not fully understand what is happening in Ukraine and may have questions about the images, stories and conversations they are exposed to.

Previous Save the Children research in conflicts such as Iraq and Syria has revealed heartbreaking accounts of children terrified by the shelling and airstrikes, anxious about the future, and distraught at not being able to go to school. The majority of children showed signs of severe emotional distress.

"What is happening in Ukraine can be frightening for both children and adults. Ignoring or avoiding the topic can lead to children feeling lost, alone and more scared, which can affect their health and well-being. It is essential to have open and honest conversations with children to help them process what is happening," said Lemche.

Below, experts at Save the Children share five tools and tips that caregivers can use to approach the conversation with children:

# data[].attributes.attachment_link.title
How to Talk About War and Conflict with Kids, According to a Child Counselor

# data[].attributes.attachment_link.description
As hostilities in Ukraine escalate, children may see and hear things about the crisis in the news, leading to feelings of uncertainty, anxiety and fear, which parents and caregivers need to address, Save the Children's psychologists warn.

# data[].attributes.attachment_link.readable_text
Our guide will give you confidence to discuss conflict with school aged children, using an impartial and neutral humanitarian approach

Coverage in mainstream news media and social media of world conflict and refugee emergencies mean children and young people are increasingly being exposed to news events and are turning to parents and teaches to discuss and explain the stories they have seen and heard.

Use this guidance for support before delivering our conflict and its consequences resources. The Afghanistan crisis in 2021 and Ukraine crisis in 2022 are two such events that have been played out in real time in news coverage that children and young people may want to talk about or need support for their own wellbeing.

How to talk to children and young people about conflict

It can be difficult to know how to approach these topics in an appropriate way for school aged children. This resource helps teachers and educators to explore impartial and neutral ways to teach their learners about global conflicts in a classroom or group setting. Using this guidance, you can create a safe space for children and young people to ask questions and discuss conflict, with a focus on protecting their wellbeing and offering a balanced view on complex situations.

Through our resources we aim to help learners become more aware of conflict and its human impacts as well as the vital work humanitarian organisations like the Red Cross do to help people in conflict. It provides information to help educators prepare for a conversation and introduce the topic to learners as well as ways to tackle difficult questions and possible bias. It also includes activities you can use to help children and young people explore International Humanitarian Law, the concept of neutrality and impartiality and tackling anxiety that may be caused by conflict. Use the factsheet provided to explore what International Humanitarian Law is and the rules people must follow in conflicts.

This resource is suitable for primary and secondary school aged students, 5 to 19.

Learning objectives
You will:

Reflect on your own biases and learn ways to manage them

Explore how to start establishing reliable information about conflict

Consider ways to acknowledging learner's feelings and how conflict impacts and is impacted by emotions and values

Consider humanitarian responses to conflict

Consider ways to create inclusive, impartial, and neutral spaces for discussion

Explore some suggested activities to run with learners to explore conflict and cope with its emotional impacts

Resource overview

This provides an overview of what to expect from the resource.

1. What does it mean to be impartial and neutral?

Explore the Red Cross Movement's understanding of these terms, why it's vital for our work and how it's relevant to learner led education.

2. How to prepare yourself: evaluating bias and reliable sources

Advice for teachers and parents on how to prepare for and approach the subject. Understand ways you can reflect on your own biases and emotions in relation to conflict, how to ensure your sharing the best information with learners so that you can more confidently teach this topic.

3. How to prepare what to say to learners: A humanitarian approach

Use these key steps to evaluating how to approach this topic with learners and consider how they are feeling emotionally about conflict that may be ongoing.

4. How to answer questions and comments from learners

Tips and advice on how to navigate difficult questions, possible biases and misconceptions, debate and disagreement that may arise and maintain a non-judgemental atmosphere for discussion.

5. Discussion activity: Principles and values

Encourage learners to explore three core Red Cross principles: neutrality, impartiality and humanity and how and why these are important in conflict situations.

6. Video activity: Breathing with colour

Use this video activity for primary school learners who may be feeling overwhelmed and anxious about an ongoing conflict.

7. Video activity: Circles of control

Use this video activity for secondary school learners who may be feeling overwhelmed and anxious about an ongoing conflict to focus on what they can do to help themselves and others.

8. How can your learners help?

Explore ways your learners could help people in conflict.

This resource was created in March 2022 by the British Red Cross.

# data[].attributes.attachment_link.title
How to talk to children about conflict | British Red Cross

# data[].attributes.attachment_link.description
Our guide will give you confidence to discuss conflict with school aged children, using an impartial and neutral humanitarian approach Coverage in mainstream news media and social media of world conflict and refugee emergencies mean children and young people are increasingly being exposed to news events and are turning to parents and teaches to discuss and explain the stories they have seen and heard.

# data[].attributes.headline
Talking (and not talking) with children about war - a P4C approach

# data[].attributes.subject
Talking (and not talking) with children about war - a P4C approach

# data[].attributes.body
Useful P4C ideas from Jason Buckley via CDEC

# data[].attributes.body
https://www.bbc.co.uk/newsround/60536983

# data[].attributes.attachment_link.readable_text
Russia has invaded Ukraine, and the world is following the story very closely.

While you're keeping up to date with what's going on, you might be coming across a lot of new words and phrases.

So, we've taken some of the key terms you need to know about the war in Ukraine, and explained what they mean.

If there are any words that you think we've missed, let us know in the comments below.

Annexation

Annexation is when a country decides it now controls another area, without the agreement of the people involved or anyone else they might need to get permission from.

It is forbidden by international law.

Displaced

If a person is displaced, it means that they've been forced to leave their home because it's no longer safe to live there.

If someone displaces another person, it means they are the reason the other person is forced out of where they live.

EU

The group has 27 members including France, Germany, Spain and Ireland in western Europe and also Poland, Lithuania, Latvia and Bulgaria in Eastern Europe.

Invasion

An invasion is when an army enters another country by force.

It's usually done to take control of the area or country they're entering.

Kyiv

Kyiv is the capital of Ukraine. It sits just to the north of the centre of the country, astride the biggest river in Ukraine - the Dnieper.

The Ukrainian government is based there and military experts believe that one of Russian's main goals will be to control or take over the city.

According to the Ukrainian government, over two million people live there which makes it the seventh biggest city in Europe by population. It is one of Eastern Europe's most famous cities and experts believe it has existed since the 5th Century.

It is also home to the famous football team Dynamo Kyiv who have reached the semi finals of the European Cup/Champions League three times.

Kremlin

Think of it like number 10 Downing Street in the UK, or the White House in the US. It was built hundreds of years ago, at the end of the 15th century.

The Kremlin is also a term used to refer to parts of the Russian government - again, in the same way someone in the UK might refer to Number 10 as a way of talking about the Prime Minister's team.

Nato

Nato stands for the North Atlantic Treaty Organisation.

It is an international organisation which brings together the armies of various countries, including the UK, the United States and France.

The aim of Nato is to make sure that its member countries all defend each other against anybody that might attack them, like Russia. Ukraine isn't a member of Nato, which is why Nato isn't getting involved.

As of 2022, Nato now has 30 member countries.

Want to learn more about Nato?

'Nuclear deterrent'

A 'nuclear deterrent' is a military and political idea that having nuclear weapons is a country's best defence against anyone using nuclear weapons against them.

The theory is that is that if you have these weapons, anyone who attacks you would face as much, or more, damage from your attacks in return than they would gain by attacking in the first place.

So in theory this 'nuclear deterrent' would put them off.

Not everyone agrees with this theory and others argue that the more countries that have nuclear weapons the more likely they are to be used in conflict.

Only five countries currently admit to being powers with nuclear weapons: the USA, the UK, France, China and Russia, although experts say others may have them too.

Since the 1980s, generally the big powers have worked together to reduce the number of weapons they have, rather than increasing them.

Oligarchs

Oligarchs are a group of very successful business people in Russia who became very rich very quickly after the collapse of the Soviet Union.

They own a lot of important things in Russia, like media companies, oil plants and banks. They've also bought a lot of businesses and properties in places like London.

Because of their involvement in such big Russian organisations, some people think they have a lot of political influence in the country.

Putin

The reasons he says he has given for doing this include aggression from Nato (see above), he has also claimed that Ukraine is part of Russia and isn't a 'real' country, and also that he is trying to protect Russians living there from oppression.

These claims have been rejected by the elected Ukrainian government and by most western powers.

Refugee

A refugee is someone who leaves their country because it has become unsafe for them to stay there. They then go and look for somewhere to live in a different country.

War is often a reason this happens - the United Nations say that up to four million refugees could flee Ukraine as a result of the war that's happening there.

If you're upset by what's going on in the news at the moment, read our guide

Sanctions

A sanction is a penalty applied to a country by another when they are seen to be doing something wrong.

They can also be set against companies, organisations or even individual people.

Sanctions are imposed in an attempt to change a country's government's behaviour.

Short of going to war, they are one of the toughest measures a country can take.

Sanctions are often financial, so about money - for example, a country may say they'll stop trading with another, which impacts how much money that country can make.

Separatists

A separatist is a person who is a member of a certain group (this could be religious, or people with particular political beliefs) who think that this group should be independent from the country they're in.

This means that they would have a separate government or in some way live apart from other people.

Slava Ukraine

This is a phrase that's being used a lot in videos of people in Ukraine right now, including the country's President Volodymyr Zelensky.

It's Ukrainian for 'Glory to Ukraine', and started in the army - it first become popular during the Ukrainian War Of Independence from 1917-1921.

Sovereignty

This is the term used to describe the authority a country has to govern itself. This means that no one else has the right to interfere in their affairs, or decisions that their government makes.

Similarly, a sovereign nation is a country that has a government that has the power to decide what happens within its borders.

People are angry at Russia's invasion of Ukraine because they think it violates Ukraine's right to govern without interference.

United Nations

The United Nations, or UN, is an organisation made up of representatives from 193 countries (which is almost every country in the world).

They have a few aims, including bringing governments together to meet and form friendships, and to promote peace and security around the world.

If any of the member states has a problem, they can bring it to the UN, where it will be discussed and they will try to find solutions.

USSR/The Soviet Union

In 1922, the Union of Soviet Socialist Republics (the USSR) - better known as the Soviet Union, was formed. It invaded and annexed a lot of other countries.

The present-day countries that made up the USSR

The USSR was a communist country, with its headquarters in Russia's capital Moscow, and it did not agree with western, capitalist countries (like the UK and the US) and their way of doing things, like letting people speak freely or elect their own leaders.

The USSR existed until 1991, when it broke up into 15 smaller countries, as the states it had annexed became independent again.

Zelensky

President Zelensky has only been in power since April 2019, and before that he had a very different life - he was a comedian and actor.

However, he went on to win the election with 73% of the vote, promising to fight corruption and bring peace to parts of eastern Ukraine that had been caught up in fighting.

Since Russia's invasion he has remained in the Ukrainian capital Kyiv and had been in charge of his country's defences.

He has also been vocal in calling for the rest of the world to support Ukraine and punish Russia for its actions.

# data[].attributes.attachment_link.title
War in Ukraine: What do all the words mean?

# data[].attributes.attachment_link.description
Russia has invaded Ukraine, and the world is following the story very closely. While you're keeping up to date with what's going on, you might be coming across a lot of new words and phrases. So, we've taken some of the key terms you need to know about the war in Ukraine, and explained what they mean.

# data[].attributes.body
Words That Burn challenges you to explore and take action for human rights through poetry.

# data[].attributes.attachment_link.description
Learn about our Words That Burn programme

# data[].attributes.headline
Making Sense of World Conflicts - Is it a war? (AGE 14-18)

# data[].attributes.subject
Making Sense of World Conflicts - Is it a war? (AGE 14-18)

# data[].attributes.body
Teach about war and conflict using this resource for 14-18 year olds. Drawing on vast amounts of source material, case studies and country information, this resource helps investigate the complex subject of conflict, and builds strength in enquiry, discussion skills, high level reasoning and creative thinking.

# data[].attributes.attachment_link.readable_text
This series of lessons is suitable for use with 6-8 year olds and helps your learners to explore their experiences of bullying. Using themes such as fairness, hurtful statements, feelings, and resolutions, the lessons explore the relations between events, the reasons why things happen, and the nature of a plot. Note: Some of the activities [...]

# data[].attributes.attachment_link.title
Making Sense of World Conflicts - Oxfam Policy & Practice

# data[].attributes.attachment_link.description
Teach about war and conflict using this resource for 14-18 year olds. Drawing on vast amounts of source material, case studies and country information, this resource helps investigate the complex subject of conflict, and builds strength in enquiry, discussion skills, high level reasoning and creative thinking.

# data[].attributes.headline
What's the best way to stop a conflict? 

# data[].attributes.subject
What's the best way to stop a conflict? 

# data[].attributes.body
This pack includes an in-depth look at displacement, taking a global perspective to examine the reasons why people leave their homes. This information is complemented by children’s stories and lesson plans for primary and secondary classes.

# data[].attributes.body
Celebrate our shared future by considering how collaboration between people from different backgrounds strengthens communities.

# data[].attributes.attachment_link.readable_text
Celebrate our shared future by considering how collaboration between people from different backgrounds strengthens communities.

This teaching resource can be used throughout the year to help young people to explore universal human values, which help us to develop mutual respect and understanding.

The session looks at how refugees have contributed to the communities they live in. Young people are encouraged to take positive action to create a shared future.

This resource is designed for ages 14-16 (with differentiation options for 11-13).

Learning objectives

discuss the values that underpin mutual respect and understanding

build empathy by engaging with a refugee's story

think about the individual and collective values needed to build a shared future.

Teacher guidance and detailed information about curriculum links.

Video: Seeking Refuge - Real-life stories of young people fleeing their homelands

# data[].attributes.attachment_link.title
Refugees - our shared future | Teaching resource

# data[].attributes.attachment_link.description
Citizenship teaching resource about refugees and migration to help learners see refugees as "someone like me" and build respect and empathy

# data[].attributes.body
Quakers have a wide range of teaching resources on conflict and peace

# data[].attributes.attachment_link.description
Find out about Quakers and how our faith translates into action.

# data[].attributes.body
Safe Place Ludo explores the difficult journeys made by people fleeing conflict.

# data[].attributes.attachment_link.readable_text
For the past few years, news headlines have been dominated by stories of conflict and the people who are fleeing from fighting and seeking refuge.

There has also been lots of debate about what the political response should be to the refugee crisis in Europe and beyond. Christian Aid believes that all people, including refugees, should be safe and looked-after.

We've produced resources to help your pupils understand more about choices and challenges facing people making difficult journeys in search of a safe place and to empathise with the situation currently facing many refugees.

Find our resources in English and Welsh below, as well as two videos you may find helpful.

# data[].attributes.attachment_link.description
For the past few years, news headlines have been dominated by stories of conflict and the people who are fleeing from fighting and seeking refuge. There has also been lots of debate about what the political response should be to the refugee crisis in Europe and beyond.

# data[].attributes.body
Paddington is an excellent starting point for exploring refugee and migration issues with learners, and for developing skills and values  such as empathy and respect for human rights.

Our Paddington Bear toys and books have visited many schools across the Highlands where they have supported learners to consider what people need to feel welcome, safe and be able to enjoy their rights.

In Michael Bond's Paddington Here and Now (2008) Paddington’s refugee status becomes an issue and there was “a bit of a kerfuffle” when he was taken for police questioning... It Highlights the some of the issues people face when they become refugees.

Although a few years old now. This Unicef pack has some great activities themed around Paddington.

# data[].attributes.body
This activities in this pack can be easily adapted to take a rights based approach to exploring the current crisis

# data[].attributes.attachment_link.readable_text
Celebrate our shared future by considering how collaboration between people from different backgrounds strengthens communities.

This teaching resource can be used throughout the year to help young people to explore universal human values, which help us to develop mutual respect and understanding.

The session looks at how refugees have contributed to the communities they live in. Young people are encouraged to take positive action to create a shared future.

This resource is designed for ages 14-16 (with differentiation options for 11-13).

Learning objectives

discuss the values that underpin mutual respect and understanding

build empathy by engaging with a refugee's story

think about the individual and collective values needed to build a shared future.

Teacher guidance and detailed information about curriculum links.

Video: Seeking Refuge - Real-life stories of young people fleeing their homelands

# data[].attributes.attachment_link.title
Refugees - our shared future | Teaching resource

# data[].attributes.attachment_link.description
Citizenship teaching resource about refugees and migration to help learners see refugees as "someone like me" and build respect and empathy

# data[].attributes.headline
Peace, Justice and Strong Institutions (7-18)

# data[].attributes.subject
Peace, Justice and Strong Institutions (7-18)

# data[].attributes.body
A booklet for teachers to explore issues around conflict and peace in the world.

Activities look at conflict in history, the impact on conflict as well as the importance of working towards peace.

# data[].attributes.headline
Peace, Justice and Strong Institutions (7-18)

# data[].attributes.subject
Peace, Justice and Strong Institutions (7-18)

# data[].attributes.body
A booklet for teachers to explore issues around conflict and peace in the world.

Activities look at conflict in history, the impact on conflict as well as the importance of working towards peace.

# data[].attributes.headline
Guidance for using thinking circles in your school 

# data[].attributes.subject
Guidance for using thinking circles in your school 

# data[].attributes.body
Useful ideas from CDEC for creating 'brave' spaces for dialogue and discussion

# data[].attributes.attachment_link.readable_text
The intensifying conflict in Ukraine has raised the issue of racism not only in Ukraine, but Europe. Three specific and related dimensions of racism are evident in this complex conflict.

Discrimination against African and Asian nationals fleeing Ukraine

Shocking reports emerged in the past week of discrimination faced by African and Asian nationals (mainly international students in Ukraine) who were among the over 1 million people seeking refuge in neighbouring Poland, Hungary, Romania, Slovakia, and Moldova.

African and Asian people were forcibly prevented from boarding trains and buses leaving Ukrainian cities, as priority was given to white Ukrainians. Those who finally reached the Polish border (some even on foot) found that again white Ukrainians were prioritised entry. Some African, Asian, and Middle-Eastern nationals were met by verbal and physical abuse on arrival.

Many African, Asian, and Middle Eastern nationals spent two to three days at border check-points, and reported lack of food, water, accommodation or basic support in freezing winter conditions, while they waited to get through.

A statement issued by the African Union condemned reports about the treatment of Africans as "shockingly racist and in breach of international law" and observed:

all people have the right to cross international borders during conflict, and as such, should enjoy the same rights to cross to safety from the conflict in Ukraine, notwithstanding their nationality or racial identity.

Read more: How we mourn the victims of tragedies depends on their citizenship status

Racist mainstream media portrayals

Equally disturbing is the unthinkingly racist mainstream media framing of Ukrainian refugees, in comparison to the framing of refugees from Syria, Iraq or Afghanistan or Africa.

Below, a selection of such racist commentary from major news outlets:

"This isn't Iraq or Afghanistan [...] This is a relatively civilised, relatively European city" - Charlie D'Agata, CBS

"War is no longer something visited upon impoverished and remote populations" - Daniel Hannan, The Telegraph

"What's compelling is looking at them, the way they are dressed. These are prosperous, middle-class people. These are not obviously refugees trying to get away from the Middle East [...] or North Africa. They look like any European family that you'd live next door to" - Peter Dobbie, Al Jazeera

These descriptions of Ukrainian refugees invidiously position them as more "civilised" and "superior" to refugees from the Middle East, African or Asian nations. This seems to imply that Ukrainian lives are worth saving, while the lives of millions of others who seek refuge are more disposable because they are people who are not "well-dressed", "middle-class", don't "look like us", or live in more remote, supposedly less "civilised" locations.

Read more: 7 ways to spot polarizing language - how to choose responsibly what to amplify online or in-person

White-supremacist Ukrainian mobilisation

The third and more dangerous dimension of racism is the mobilisation of the neo-Facist, white supremacist Azov movement in Ukraine since 2014. Azov started as a volunteer battalion that was then officially integrated into the National Guard of Ukraine in November 2014. The current Ukrainian government has not made comment on this movement.

In the current crisis, Azov battalion is training Ukrainian civilians for guerrilla-style combat with the Russian military.

However, it is important to also note that similar white nationalist groups exist across Europe and North America. Therefore Putin's claim of "de-Nazification" of Ukraine is a flimsy reason for invasion of Ukraine.

While the Azov battalion officially denies adhering to white supremacist ideologies, Azov's street patrol called National Militia were responsible for attacks on Roma in Ukraine in 2018.

Azov also plays a pivotal role in the global network of far-right, white-nationalist extremism; it "participated in training and radicalising United States-based white supremacy organizations" (according to a 2018 FBI affidavit).

Closer to home, alongside other European far-right movements, Azov's propaganda appears to have inspired Brenton Tarrant of Australia in his deadly terrorist attack on a mosque in Christchurch in 2019. This was evidenced by the sonnerad or black sun on his jacket, a symbol commonly used by the Azov Battalion and far-right brands in France.

Read more: The US is boosting aid to Ukraine: 4 questions answered

What accounts for these three dimensions of racism in the Ukraine crisis, and how are they connected?

Research suggests racism and xenophobia varies with the relationship between hostile government policies and anti-migrant sentiments of the population. In short, the problem of racism is not just Ukrainian or eastern European, it is European.

More nuanced analysis argues there is insufficient evidence to show eastern Europeans are more xenophobic than western Europeans. Any analysis should consider the complex histories of migration from, and through eastern European countries.

Indeed, as the global news coverage of Ukrainan refugees demonstrates, everyday racism - or what Goorie author Melissa Lucashenko refers to as "white normal savagery" is not restricted to eastern Europe. All three dimensions of racism discussed here are the manifestation of global, systemic institutionalised racism and imperialism.

Acknowledgement of this institutionalised racism and imperialism would begin by first recognising the Ukraine crisis as a power struggle between the US/NATO and Russia, underwritten by interests of weapons manufacturers and oil companies. This crisis was long predicted by strategic observers of global politics.

Recognising the wider context of institutionalised racism would allow us to connect the current racist treatment of African and Asian migrants in the Ukraine crisis to deadly European border policies over the past decades. These policies have led to increasing numbers of migrants mostly from Africa and the Middle East, reported as missing in the Mediterranean since 2014.

Azov needs to be recognised as the belligerently violent face of a racialised political order that is potentially dangerous. However, this would require holding the US accountable for its suspected support of Azov, and its refusal (along with Ukraine) to condemn the glorification of Nazism in a UN Resolution in 2017.

Finally, we should recognise that any moves to dismantle institutionalised racism are unlikely to be undertaken voluntarily. As Professor of Sociology József Böröcz argues, the defining element of "whiteness" is a "claim, indeed demand, for unconditional global privilege" that is always being reconstituted.

# data[].attributes.attachment_link.title
Refugees, reporting and the far right: how the Ukraine crisis reveals brutal 'everyday racism' in Europe and beyond

# data[].attributes.attachment_link.description
The intensifying conflict in Ukraine has raised the issue of racism not only in Ukraine, but Europe. Three specific and related dimensions of racism are evident in this complex conflict. Shocking reports emerged in the past week of discrimination faced by African and Asian nationals (mainly international students in Ukraine) who were among the over 1 million people seeking refuge in neighbouring Poland, Hungary, Romania, Slovakia, and Moldova.

# data[].attributes.body
Use this resource from the Red Cross to explore the events in Ukraine through a powerful photo and explore how humanitarian crises affect people

# data[].attributes.attachment_link.readable_text
Use our Newsthink resource to explore the events in Ukraine through a powerful photo and explore how humanitarian crises affect people

Even before the frightening events seen this year, communities in Ukraine were bearing the brunt of eight long years of conflict. Use this teaching resource, based on a picture taken of the International Red Cross working in Poland in February 2022, with young people to explore the impacts conflict and crisis have on people, and discuss our common human values.

If you would like support on how to approach global conflicts like the Ukraine crisis with learners, you can use our resource on exploring conflict in impartial and neutral ways.

Learning objectives

Examine and discuss an image related to a current humanitarian news event

Analyse and identify how people are impacted by this event

Discuss and debate a statement relating to a core value by explaining whether you agree or disagree

How do I use this resource?

Explore events unfolding in Ukraine through the lens of a humanitarian. Use a photo to explore the impacts conflict has on people. Download the PowerPoint above to deliver the activities. Use one, some or all of the activities, as suits you. Each one can be done in ten to fifteen minutes. Embed this activity into your lessons or use it in assembly or tutor time to engage learners with current events and humanitarian news.

Resource overview

Explore the photo of the people at Polish Red Cross rest stations and ask learners to analyse the moment captured using the "see, think, feel" framework.

1. Debate the statements: 'Civilians should never be targeted' and 'all people deserve to be safe'. Do learners agree or disagree? Why?

2. Compare this photo and these events to the Afghanistan crisis using our Newsthink from last year. Ask the question 'all people deserve to be safe" again - do learners still agree? Why?

3. Encourage learners to reflect on their values and opinions in their own time through a reflective journal.

4. Explore what further actions people can take to learn more about this issue, or support the people affected.

Learn more

Widen the discussion by exploring the impact of other recent conflicts, including the experiences of refugees in Afghanistan in 2021.
Newsthink: The Afghanistan crisis

Discussing world news events

This resource can be used to discuss recent events that have been given extensive coverage in the news and on social media. Explore all conflict and its consequences and refugee and migration resources, or try one of these news-related activities:

Supporting resources

Support your learners when discussing difficult topics with our wellbeing resources. These activities help children and young people to build empathy, kindness and resilience skills that can help them cope when faced with challenges.

Don't miss out

Sign up to our mailing list and receive new teaching resources, newsworthy resource packages, and information about educational offline and online products straight to your inbox.

Credits

Photo credit ©Polish Red Cross. This resource was created by the British Red Cross in March 2022.

# data[].attributes.attachment_link.keywords[]
teaching resource russia ukraine war 2022

# data[].attributes.attachment_link.title
Ukraine teaching resource | British Red Cross

# data[].attributes.attachment_link.description
Examine and discuss the 2022 Ukraine crisis using a photo based activity. This teaching resources is suitable for secondary school students Key stages 3 and 4.

# data[].attributes.headline
Developing a Safe Climate for Talking about the News 

# data[].attributes.subject
Developing a Safe Climate for Talking about the News 

# data[].attributes.attachment_link.provider_name
Developing a safe climate for learning about the news

# data[].attributes.attachment_link.readable_text
The keys to creating a safe learning environment

Each time you deliver a NewsWise lesson, reconsider the following:

Agree, reinforce and model 'ground rules', including concepts of confidentiality. Examples of ground rules might include asking pupils to listen to each other and work together with respect, take a non-judgemental approach to different points of view, carefully consider their use of language and not share personal stories without permission.

Choose real news stories carefully. Avoid the use of images that may cause shock, fear or guilt, emotions which can potentially prevent engagement, cause distress, or traumatise pupils. Consider especially any relevant sensitivity or prior knowledge about specific pupils' circumstances, in line with your school's safeguarding policy.

Use distancing techniques when exploring sensitive or controversial issues. In other words, create a character or scenario of the situation that pupils can relate to, rather than asking them 'how they would feel' or 'what they would do'. This helps pupils to explore situations objectively, while having the opportunity to reflect on how it might relate to their own lives, without the need to disclose personal information in front of their peers.

# data[].attributes.attachment_link.title
Developing a safe climate for learning about the news

# data[].attributes.attachment_link.description
The keys to creating a safe learning environment Each time you deliver a NewsWise lesson, reconsider the following: Agree, reinforce and model 'ground rules', including concepts of confidentiality. Examples of ground rules might include asking pupils to listen to each other and work together with respect, take a non-judgemental approach to different points of view, carefully consider their use of language and not share personal stories without permission.

# data[].attributes.headline
Newswise child-friendly news and activities

# data[].attributes.subject
Newswise child-friendly news and activities

# data[].attributes.body
NewsWise generates curiosity and critical engagement with news, equipping children with the skills and knowledge to make sense of the world

# data[].attributes.attachment_link.readable_text
NewsWise generates curiosity and critical engagement with news, equipping children with the skills and knowledge to make sense of the world

Bringing together news literacy, primary English and PSHE specialists from The Guardian Foundation, National Literacy Trust and PSHE Association, NewsWise offers free lesson plans, resources and workshops for schools, activities for families, high quality teacher training and opportunities to connect with real journalists.

We offer the full NewsWise package, including workshops, to primary schools with a free school meal rate above the national average. The package is free to qualifying schools. Register via the link below.

All of our lesson plans and other resources are free for anyone to download.

# data[].attributes.attachment_link.description
Award-winning news literacy for children aged 7-11. Classroom resources, activities for families, high quality teacher training and opportunities to connect with journalists

# data[].attributes.attachment_link.readable_text
Use activities for young people and children to explore the resources they have to manage and understand stress

Learning how to manage wellbeing can help us cope with change and challenges. To be able to manage wellbeing we need to understand how things affect people and what we have around us that can help.

These activities help children and young people to learn how to use their resources to help manage stress can help improve wellbeing and help others in different situations. Activities are linked to two new animated videos.

Learning objectives

build resilience, kindness and empathy

learn how to manage stress

reflect on what we have around us that can help

think about our wellbeing and what we can do to improve it

Resource overview

There are different activities for primary and secondary learners and two different document downloads - managing stress and using what we have around us as well as two stress fact sheets, one for primary learners and one for secondary.

This resource was developed by the British Red Cross in July 2020.

# data[].attributes.attachment_link.keywords[]
educational activities stress primary school

# data[].attributes.attachment_link.keywords[]
educational activities stress secondary school

# data[].attributes.attachment_link.title
Wellbeing activities: managing stress | British Red Cross

# data[].attributes.attachment_link.description
Use activities for young people and children to explore the resources they have to manage and understand stress Learning how to manage wellbeing can help us cope with change and challenges. To be able to manage wellbeing we need to understand how things affect people and what we have around us that can help.

# data[].attributes.headline
Baba Didi and the Godwits Fly - Nicola Muir (Ages 5-9)

# data[].attributes.subject
Baba Didi and the Godwits Fly - Nicola Muir (Ages 5-9)

# data[].attributes.body
A girl and her grandmother are on a beach watching the godwits feeding and the story of the godwit’s epic migration is charmingly told, touching on waves of human migration on the way – of the Maori to Aotearoa as well as the grandmother’s own story of migrating from Croatia

# data[].attributes.headline
Lessons for developing critical thinking, exploring media and unconcious bias.

# data[].attributes.subject
Lessons for developing critical thinking, exploring media and unconcious bias.

# data[].attributes.attachment_link.readable_text
A really good, engaging event which was both enjoyable for the young people involved and educational.

It was a great environment, greater facilitator, great feel of energy - some of the young people I brought loved being involved in the filming and all in all a good day - thank you.

The workshops were fun, thought-provoking and inspired some great discussions, helping the young people speak their truth, explore ideas together and develop the tools to confidently enjoy their online world.

Be Internet Citizens is an incredible programme. The greatest outcome is the young people know that they can create a positive and powerful online platform to present themselves and inspire others in a brand new way.

The workshops were a perfect opportunity to prove that young people around the country are thoughtful, empowered, and eager to share their voices in a positive and powerful way!

# data[].attributes.attachment_link.description
A really good, engaging event which was both enjoyable for the young people involved and educational. It was a great environment, greater facilitator, great feel of energy - some of the young people I brought loved being involved in the filming and all in all a good day - thank you.

# data[].attributes.headline
Woodcraft Folk - Peace For All Education Resources 

# data[].attributes.subject
Woodcraft Folk - Peace For All Education Resources 

# data[].attributes.body
Woodcraft Folk have an extensive range of activities for all levels exploring peace, conflict resolution and alternatives to violence.

# data[].attributes.attachment_link.description
A collection of educational resources and activities on peace for a range of ages.

# data[].attributes.headline
Azzi In Between - Sarah Garland (Ages 6-12) 

# data[].attributes.subject
Azzi In Between - Sarah Garland (Ages 6-12) 

# data[].attributes.body
When Azzi and her parents have to flee their home because the country is at war, Azzi leaves behind everything she knows and loves, most importantly her grandmother. Azzi arrives in a new, unfamiliar country where she must learn a new language and live among strangers. Everything is different. But Azzi is resourceful and brave; slowly she learns how to adapt to her new life in a safe country.

This is a moving tale of a refugee family told in graphic novel style and so appealing to a wide range of younger readers. Beautifully illustrated, it conveys perfectly Azzi's feelings of loss and displacement in an absorbing, and ultimately uplifting, adventure story.

# data[].attributes.headline
The Kites are Flying - Michael Morpurgo (Ages 10-14) - with teaching notes 

# data[].attributes.subject
The Kites are Flying - Michael Morpurgo (Ages 10-14) - with teaching notes 

# data[].attributes.body
This uplifting story highlights the conflict on the West Bank. It includes themes of love, loss, hope and the desire for peace. Max is a journalist and film-maker who travels to the West Bank to make a film about the wall that divides the Palestinians and Israelis. Said is a Palestinian boy whose older brother Mahmoud was killed in the conflict. The two are brought together, and Max begins to understand why Said does not speak and the importance of his kite-making.  You can also find teaching notes here

# data[].attributes.headline
In the Sea there are Crocodiles - Fabio Geda (Ages 11+)

# data[].attributes.subject
In the Sea there are Crocodiles - Fabio Geda (Ages 11+)

# data[].attributes.body
Set in the 1990s, this is the true story of an Afghani boy called Enaiatollah Akbari and his often perilous five-year journey from Afghanistan to Italy, as told to Italian writer Fabio Geda. Enaiatollah is only 10 years old when his mother, out of love, leaves him in Pakistan to fend for himself – her way of saving him from Taliban rule. His family belongs to the minority Hazara people persecuted by the Taliban. And so begins Enaiatollah’s long struggle to find a new home, security and education. Download the teacher notes here

# data[].attributes.body
This pack includes an in-depth look at displacement, taking a global perspective to examine the reasons why people leave their homes. This information is complemented by children’s stories and lesson plans for primary and secondary classes.

# data[].attributes.headline
Teaching Strategies - setting up a classroom contract for respect 

# data[].attributes.subject
Teaching Strategies - setting up a classroom contract for respect 

# data[].attributes.body
Teaching strategies that model democracy in the classroom, develop critical thinking and communication skills, and empower students to become active, responsible citizens, who engage with the world around them.  You need to register for free to access this resource.

# data[].attributes.headline
What's the best way to stop a conflict? 

# data[].attributes.subject
What's the best way to stop a conflict? 

# data[].attributes.body
Activities to help children and young people develop empathy and understanding towards people with migration experience. Explore why refugees flee their home and what it is like to arrive somewhere new. (Age 10-15)

# data[].attributes.attachment_link.title
Understanding experiences of migration | Teaching resources

# data[].attributes.attachment_link.description
Teaching resource to help students develop empathy and understanding towards people with migration experience. Suitable for ages 10 to 16, key stage 2 to 4.