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Certainly, I had difficulties with the language. I did not understand much of their speech, We need guidance teachers for our school's refugees.

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We have had one refugee student so far, and the biggest problem we had with him was language. As a result, he had difficulties in the lessons and difficulties in adapting, and we were insufficient in helping our student for these issues.

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Listening to these videos about what we can do and how we can better welcome these children and how we can promote a welcoming environment that respects their history, I am reminded of a phrase shared by the child who is living with us and which is related to the fact that she feels that although she is well, protected, in a house that has other children her age, that this house is not hers, that she would like to return to her home and would like to be able to play in her schoolyard.
It sounds like a very simple sentence, but it reveals the anguish that these children feel and the out-of-context and dislocated way in which they live.
This is what schools must pay attention to.

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I had difficulties with the language but Google Transate help pe a lot.

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I have no experience about this but the videos are very helpfull.

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Certainly, I had difficulties with the language. I did not understand much of their speech, We need guidance teachers for our school's  refugees.

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Certainly, I had difficulties with the language. I did not understand much of their speech, We need guidance teachers for our school's  refugees.

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This year I was fortunate to have a group of newly arrived students from Afghanistan. It was the first time in my 27-year school service and really challenging but also deeply rewarding. They were all traumatised, of course, having left home four years earlier being smuggled across the borders of five states and then spending time in camps and slums. The oldest one, Tamkin, had already attempted suicide before coming to school and I tried my best to cooperate with the specialist who was seeing her to support her but, in vain. Two people were not enough. It takes a systemic approach to deal with refugee trauma...

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I don”t have such an experience.

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There were some difficulties in accepting others. These difficulties were resolved through the guidance of local students by the educational advisor.

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We have school counselors who can help and discuss students with various problems in our school, but the problems are never solved. Everything is on the class teacher. In my country, students go to primary school for 8 years. They have 4 years of primary education and then 4 years in higher classes with different subject teachers. Students have one class teacher from grades 1-4, and one from grades 5-to 8. A class teacher is like a parent to them. Takes care of everything. It is very exhausting.

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I work at a school that is lucky to receive support. The school administration helps with everything. Currently, 2 European projects are carried out in my school, PİKTES and SEUP.

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The most obvious problems of the newly arrived students were immediately addressed, and the school or other partners have been able to deal with most of those challenges. It’s the ones that are not so obvious that sometimes worry me because they might not be easy to track (emotional distress, cultural shock, lack of communication bridges, and so on).

Schools lack some resources (translators, enough psychologists to address every problem, language teachers, …). Many times we find external help from associations, institutions or even community. The biggest problem, in my point of view, is the delay in putting some of these solutions into practice.

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I'm afraid I haven't worked with refugee students. I have, nevertheless, worked with immigrant ones. Some that had lived in my area for several years and some others that had just arrived.
My first struggle with the newly arrived ones was to make them feel welcome into the group. I had to find dynamics, strategies and activities that would (1) help the student get some new socializing skills, and (2) make the rest of the group accept and welcome the newcomer.
The language was also an issue, but this was covered by the newcomer policies in the area where I teach. The learner received support for the learning of Catalan, and it was effective for him.

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The integration of students is fundamental for the development of an environment of well-being, safe and with a vision for the future of each student, with their dreams close at hand. After this first phase of observation, of dialogue with children, young people and families, organized by an extended team - principal, teachers, psychologists, social worker and social educator, a path for learning is designed. When there is a problem that goes beyond the sphere of the school, we manage to articulate with community support organizations, we integrate a local social network. Still, there is some difficulty with the health area. But we continue to try to improve health support.

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Yes, I had difficulties with the language. I did not understand much of their speech, but the guidance teachers of our school helped me because they knew the language spoken by the refugees.

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I can contact the school psychologist, he is there to help all the children at school. I think being tolerated and accepted (by peers) is really important to my refugee pupil. Taking part in games during the lesson, being the winner or part of the best group make him really happy.

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In our school we have the welcoming class, but sometimes I don't know where to find some external services. Not always we can have the psychologist. We have 2 but it's for all the school and maybe they are not specialised with the trauma.
I would like to work more with social workers, even that they can come at class.

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I am a school counselor, psychologist. I work alone, my school have 1200 students. The dificulty is atend all kind of matters that teachers present to me. In community, in my city we have a lack of mental health services for youth. So, sometimes I have dificulty arranging specialized services to get help to some situations in school. I can ussure first intervention, but I think I am not able to reach hard cases. So, in this moment I am trying to work online with other colleagues, having online training in these matters, and trying to influence diferent entities in my city so we can manage to implement more services to youth - included migrants and refugees.

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The first days of their arrival, all the children are welcomed and approached by the psychologist of the school. When we suspect something, we turn to her again.

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In the 2 sittuations mentioned before I must say that:
- In the case of the war refugees it was very difficult, because one of them was vey traumatised and she didn´t feel OK at school, she helped her mom with the other siblings and she stopped coming to school....We are giving her some space, we think she needs time to adjust and to understand we don't want to push her... If they need to stay too long, of course they will come to school again...
- The other case of the brasilian student is more successful, because school with other local organisations succeeded in helping the family and there aren't such deep traumas...
In both cases we are working with social workers, psychologist and other specialised workers...

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We have school counselor and also a teacher who works with special needs children.

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We have had one refugee student so far, and the biggest problem we had with him was language. As a result, he had difficulties in the lessons and difficulties in adapting, and we were insufficient in helping our student for these issues.

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In our school we have school counselors who can help and discuss students with various problems, but also to communicate with their families.

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Like most schools in the VET sector in Germany we have got permanent social workers, who have got their office in the schools and are available all day long. So in the case of an acute problem it is possible to find help immediately.