# data[].attributes.headline
Sanctuary Seekers - key terminology and life in the UK

# data[].attributes.subject
Sanctuary Seekers - key terminology and life in the UK

# data[].attributes.headline
Useful Information for Asylum Seeker and Refugees

# data[].attributes.subject
Useful Information for Asylum Seeker and Refugees

# data[].attributes.body
Created by A Better Welcome

# data[].attributes.attachment_link.readable_text
Asylum Matters is a charity that works in partnership locally and nationally to improve the lives of refugees and people seeking asylum through social and political change. By mobilising and coordinating local, regional and national advocacy work, we aim to increase the impact of campaigns to secure improvements to asylum policy and practice.

We are based in the North West, West Midlands, Yorkshire and Humber, North East and Wales, as well as London, but we work with partners across the whole of the UK. Learn more about , how we work and how you can us with partners get involved .

# data[].attributes.attachment_link.description
Asylum Matters is a charity that works in partnership locally and nationally to improve the lives of refugees and people seeking asylum through social and political change. By mobilising and coordinating local, regional and national advocacy work, we aim to increase the impact of campaigns to secure improvements to asylum policy and practice.

# data[].attributes.headline
Tros Gynnal Plant (TGP) Cymru: Refugee & Asylum Programme

# data[].attributes.subject
Tros Gynnal Plant (TGP) Cymru: Refugee & Asylum Programme

# data[].attributes.headline
International Rescue Committee (IRC) - Webinar: Practical steps in welcoming refugee children and supporting EAL in UK schools

# data[].attributes.subject
International Rescue Committee (IRC) - Webinar: Practical steps in welcoming refugee children and supporting EAL in UK schools

# data[].attributes.attachment_link.readable_text
This is an introduction to welcoming refugees into your school and will help you develop effective English language interventions to ensure refugee students are able to thrive academically and socially. This session is led by an IRC education specialist who has over 20 years experience of the English education system and supporting the learning of refugee children in the UK.
Please note that this session is especially targeted at educators with no or very limited previous experience welcoming refugee students into their schools
The webinar starts at 4 pm and it lasts for 90 minutes. Please find below next available dates:

28 February 2023

29 March 2023

27 April 2023

# data[].attributes.attachment_link.title
Webinar: Practical steps in welcoming refugee children and supporting EAL in UK schools

# data[].attributes.attachment_link.description
This is an introduction to welcoming refugees into your school and will help you develop effective English language interventions to ensure refugee students are able to thrive academically and socially. This session is led by an IRC education specialist who has over 20 years experience of the English education system and supporting the learning of refugee children in the UK.

# data[].attributes.headline
Guidance for completing an application - 8 minimum criteria

# data[].attributes.subject
Guidance for completing an application - 8 minimum criteria

# data[].attributes.headline
Example of application for reaccreditation

# data[].attributes.subject
Example of application for reaccreditation

# data[].attributes.attachment_link.description
Follow our newsletter for monthly updates on high impact media outputs, campaigns, sector news, digital content, and information regarding media training. We will also be highlighting sector-related achievements, and news around immigration, refugees, and the rights of sanctuary seekers in the UK.

# data[].attributes.attachment_link.readable_text
Skip to content

Close

Search

I'm looking for...

Menu

The National Databank is providing free data to 500,000 people in need via Good Things Foundation's network of community partners, in partnership with Virgin Media O2, Vodafone and Three.

The National Databank provides free mobile data, texts and calls to people in need via Good Things Foundation's network of local community partners. Think of it like a 'food bank' but for internet connectivity data. Community organisations can apply to access the databank, enabling them to provide data to people in their communities who need it.

Building on the work of the and with data donated by Data Poverty Lab, we developed the UK National Databank to help thousands of vulnerable people in communities across the UK to get connected. The databank has been built with support from Virgin Media O2 Virgin Media O2, Vodafone and Three.

The people being supported by the UK National Databank are cut off from the basic daily activities most people in our country take for granted. They are cut off from contacting loved ones, from job interviews, from finding essential health or other information online, and cut off from digitised public services. We believe that no-one should be left behind. The UK National Databank brings free mobile internet data connectivity to people who can't afford it and who are often also experiencing multiple inequalities in today's society.

We want this to be just the start; we're calling on the rest of the UK's mobile networks to join the National Databank, working together to end data poverty for good.

It's great that you want to be involved - we need cross-sector support to ensure we find sustainable solutions to tackling data poverty. Let's start talking - contact us now.

We are now rolling out the Databank more widely, enabling us to support more people experiencing data poverty.

Someone receiving data through the National Databank must:

Be 18+ years old

AND be from a low income household

And qualify in one or several of the following statements:

Has no access or insufficient access to the internet at home

AND/OR has no or insufficient access to the internet when away from the home

AND/OR cannot afford their existing monthly contract or top up

A person can have access to data for up to 12 months.

You can get help through our network of Digital Inclusion Hubs. Find your local hub by clicking the button below.

You can find details of your nearest Online Centre here. Our Learn My Way and Make It Click websites can help you increase your confidence and basic skills - click the button below to find out more.

Applications are now open for community organisations to be a part of the National Databank. Staff and volunteers at the Online Centres taking part in the programme will assess the needs of people they already support. They will use the Databank to obtain data and then share it with people they support for up to 12 months.

The pandemic has exposed and exacerbated the digital divide. People are facing an unthinkable choice between mobile data and food. Making a financial donation today could help transform someone's life through digital. Together we can fix the digital divide.

What is data poverty?

Data poverty is when a person can't afford sufficient internet access to meet essential everyday needs - it means not being able to access jobs, banking, health appointments and benefits.

Through our Data Poverty Lab, we want to build on - and learn from - existing approaches. We want to collaborate with public, private and community sector organisations to develop sustainable solutions to end data poverty.

Related content

Supporting people with data connectivity (Broadband and mobile data)

This guide is for charities, community groups and organisations which reach and support people who are struggling to afford the internet because of poverty and the cost of living. It is especially for organisations which are not specialist providers of debt or money advice.

Fix the Digital Divide - for Good

We have developed a comprehensive service for digitally excluded people. An offer which any local organisation - anywhere in the UK - can use to Fix the Digital Divide in their communities.

Stay in touch

Keep up-to-date with the latest events and news from Good Things Foundation in our monthly newsletter.

Sign up for email updates

# data[].attributes.attachment_link.description
The National Databank is providing free data to 500,000 people in need via Good Things Foundation's network of community partners, in partnership with Virgin Media O2, Vodafone and Three.

# data[].attributes.headline
International Rescue Committee - Healing Classrooms

# data[].attributes.subject
International Rescue Committee - Healing Classrooms

# data[].attributes.attachment_link.title
The IRC’s Healing Classrooms: How school can be a place to heal for refugee children.

# data[].attributes.headline
Supporting children who have escaped war and conflict

# data[].attributes.subject
Supporting children who have escaped war and conflict

# data[].attributes.body
The Phoenix Education Consultancy Group

# data[].attributes.body
The Phoenix Education Consultancy Group

# data[].attributes.body
The Phoenix Education Consultancy Group

# data[].attributes.body
The Phoenix Education Consultancy Group

# data[].attributes.body
The Phoenix Education Consultancy Group

# data[].attributes.headline
A Place of Refuge and Safety: welcoming children from Ukraine

# data[].attributes.subject
A Place of Refuge and Safety: welcoming children from Ukraine

# data[].attributes.attachment_link.readable_text
EAL coordinator Lois Ashcroft shares her school's experience of welcoming refugee children from Ukraine and shares some tips on how to better support them

As the war continues in Ukraine, Ukrainian children continue to seek refuge in the UK and join our schools. Each individual child responds and reacts to this trauma differently. What is heartening is that for some camaraderie and friendship with Russian peers is possible, whilst for others this may be a source of tension. What is our role in this? We begin by welcoming refugee children into our schools. I then turn in subsequent pieces to a teaching colleague at our school, who herself experienced this trauma as a young person and reflect on how her experience could inform our own provision. I then turn to Pupil Voice, asking our brave pupils to share their insights and experiences in the hope of providing them and others with the support, care and love they need in these most trying times.

With over 10,000 displaced Ukrainian children arriving in the U.K., our School has welcomed nine Ukrainian pupils since March and our Foundation ( The School is part of the ) has welcomed sixteen Ukrainian pupils. Some of the pupils are self-funding, siblings of former or current pupils, and others are resident in the UK. However, others are being sponsored by families of pupils in the Foundation under the government's "Mill Hill School Foundation, encompassing seven schools We, therefore, have a duty to these pupils to ensure as stress free and as fluid a transition as possible to the school environment, with language playing a central role to that mission. Homes for Ukraine" scheme. Some have arrived mid-year and several have fathers, who remain in Ukraine. Many will have friends and other family members still in the country. Although their families' primary concern is to ensure their safety and that they receive some continued education, I would like to use this opportunity to discuss how we might help these pupils and any future refugee children who may join our schools. Simich et al. (2002) note that when stressful situations post-migration are reduced, " the more likely (refugees are) to have more successful outcomes and sustained wellbeing in the future."

Towards an Inclusive Education

Lord Dubs notes that " Taylor and Sidhu (2011) confirm that " Of late, ". However, equality does not mean that our Ukrainian arrivals should be treated the same, and should instead, certainly in the short-term, be provided with (O)nce safe, refugee children, ... need opportunity and a sense of belonging if they are to be able to thrive", adding that " practices (in schools) can assist refugee students in acclimating to a new environment through inclusive education". inclusive education" has featured heavily in Ofsted Inspection preparations and (E)ducation is undoubtedly the answer". is at the forefront of school policy. However, despite this, "inclusion" has arguably not included refugee children in any meaningful way. The resounding consensus amongst academics is that children who have experienced forced migration should be included in regular classes with native speakers (Kennedy and Dewar, 1997; Leung, 2002; Loewen, 2004; Mohan et al, 2001; Waite, 1992) a safe place for social and emotional healing so that their ability to learn can be restored, as a traumatised, fearful and anxious child cannot learn.

is still currently absent, at least in that a "homecoming" remains a hope, leaving our pupils in a state of limbo. Gunderson (2000) notes that " Unlike some other refugees, these children are physically not as easily identifiable as being non-native to the U.K. The fear and distrust perpetuated in the British media towards other refugees are also markedly absent. The U.K. government seems, if possibly only superficially, to be welcoming Ukrainian refugees, who they stress share our European values and cultural norms. Deemed "culturally closer" they are therefore welcomed more openly than others whom the U.K. is actively preventing from coming to the U.K. However, although their migration process differs and consequently may appear "easier", they have suffered the trauma of displacement, separation and many have direct experience of war. Some of the children at our school are "involuntary migrant(s)" and are uncertain as to whether they can ever return to Ukraine or not. Although Edward Said's notion of the "pathos of the exile" For pupils still hoping one day to return home, this may be a sacrifice they are unable to make. (t)o be successful in school means immigrants must surrender great parts of their language and their culture."

Flexibility and Success Criteria

If we are to provide truly inclusive education, we must recognise that " Anderson et al. (2004) state convincingly that " the ways in which educational spaces, the planned, enacted and lived spaces of schools and schooling need to become more fluid if they are to accommodate the needs of new arrivals." (I)t is important to emphasise that adaptation is a mutual process. Not only will the child be required to adapt, but schools, teachers and existing students will also need to adapt to the child ". This may involve providing a bespoke programme, with flexible timetabling and access to the most appropriate courses, which probably are dominated by EAL support initially.

Kohli (2014) rightly acknowledges that for the many refugee children

" once in an educational setting... there is a sense of time running away from them- and that time spent acclimatising to the education system is time wasted as they watch their peers born into this new context progressing towards qualifications that will unlock the next stage for them ".

In a setting where success is measured in terms of external examination results, such a measure is not equitable, negating any "participatory parity." We must therefore McIntyre (2021) argues persuasively that the focus on the new arrival should be on " Kohli (2011) argues that such holistic assessments enable refugee children " reassess our success criteria for those who enter the system so late ensuring our systems do not disadvantage them. For these Ukrainian refugees the route may be different and may take longer and this should be explained to them and their families clearly and in a way that mitigates stress..feeling valued and being able to recognise their own individual strengths." A holistic assessment should be made academically and pastorally on arrival and one which focuses on what these children bring rather than what they lack to use their talents and capacities to grow "webs of belonging "".

Multilingualism

A pupil's first language (L1) is fundamental to their identity and research has shown that proficiency in L1 is a precursor to proficiency in English as an Additional Language Loewen (2004) also notes that a pupil's ". Schools therefore should strive to celebrate the Ukrainian mother tongue. Our school is moving closer to being a community which celebrates our plurality of cultures and languages, aware of the importance of culture and language to a pupil's identity, self-worth and ultimately Maslow's link between belonging and self-actualisation (Maslow 1987) . inability to communicate in their new surroundings can compound the emotional trauma already experienced by refugees ". Given how strongly a language impacts on an individual's sense of identity, it is imperative that Schools do not solely rely on Russian as a lingua franca but instead take the time and effort to ensure Ukrainian is used as widely and as appropriately as possible with our new arrivals.

Our school plans to develop "A New Arrivals Welcome Book" is somewhat mitigated. However, research(Loewen, 2004) evidences that second language learning needs emerge as ", which ensures we meet our obligations underKeeping Children Safe in Education Government guidelines to keep such children safe. This will be translated into Ukrainian and Russian, using an outside translation agency. Likewise, the School Counsellor will begin to use Ukrainian Interpreters for any therapy to be more meaningful and effective. In time, these pupils themselves may be able to act as "Young Interpreters" were future Ukrainian pupils to arrive. Working in an international school where subject teachers are attuned to the needs of EAL learners, the risk of teachers taking a "deficit perspective" . representing a lack of intelligence or academic potential " for some teachers and pastoral staff. Continued training on the needs of EAL learners is of fundamental importance in ensuring these children's needs are met in School

Belonging

Studies by Hoerstring and Jenkins (2011) illustrate that ". The " more positive perceptions of self-esteem in young adults are directly related to an increased sense of belonging." To ensure that these pupils feel as though they belong in our community, activities and mechanisms for creating a sense of belonging need to be deliberate and considered. For a pupil to belong, they must have friends and a concerted effort should be made to ensure that the Ukrainian refugee pupils are engaged in activities, accompanied to mealtimes, have appointed "buddies" and attend weekend activities and trips. Although arguably artificial, the school should encourage this so as to ensure that opportunities are created for these new possibly in-year arrivals to make friendsCircle of Friends" approach, has been used successfully in a School of Sanctuary, and this is a strategy other schools could adopt moving forwards, which provides wonderful enriching opportunities for reciprocal learning and "convivencia" , the term used by ICAM to describe the community towards which we should be striving both in schools and, I propose, the wider world.

Conclusions

In conclusion, all school policies should be reconsidered in light of our new arrivals and should be recrafted as necessary, to ensure the safety, belonging and success of these pupils in a truly inclusive manner.

References

Cummins, J. (1979). Cognitive/ Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism , No. 19. Retrieved from: https://files.eric.ed.gov/fulltext/ED184334.pdf

Hamilton, R. and Moore, D. (2004). Educational Interventions for Refugee Children. Theoretical perspectives and implementing best practice. Routledge.

Shuyab, M. and Crul, M. (2020). Reflection on the Education of Refugees Children: Beyond Reification and Emergency. Refuge: Canada's Journal on Refugees/Refuge: Revue Canadienne sure les refugies., 36, No. 2. Pp3-8. Centre for Refugee Studies, York University.

Sprio, J. and Crisfield, E. (2018). Linguistic and Cultural Innovation in Schools: The Languages Challenge. Palgrave Macmillan.

Thousands of Ukrainian refugee children offered school places around the country. Retrieved from: https://www.gov.uk/government/news/thousands-of-ukrainian-refugees-offered-school-places-around-the-country

# data[].attributes.attachment_link.title
A Place of Refuge and Safety: welcoming children from Ukraine - NALDIC

# data[].attributes.attachment_link.description
EAL coordinator Lois Ashcroft shares her school's experience of welcoming refugee children from Ukraine and shares some tips on how to better support them As the war continues in Ukraine, Ukrainian children continue to seek refuge in the UK and join our schools. Each individual child responds and reacts to this trauma differently.

# data[].attributes.attachment_link.readable_text
Whether it's helping children to spot misinformation or take action to welcome refugees, there are lots of ways teachers can support learners to think about and respond to the Ukraine crisis, says Liz Newbon of Oxfam GB's education team

A woman leaves Ukraine with two children, crossing the border to eastern Slovakia (Photo: Peter Lazar/AFP, via Getty Images)

By now, children of all ages will be aware of the unfolding devastation and humanitarian crisis in Ukraine, whether it's through social media, conversations in the playground or picking up on the discussion of adults around them. News such as the report that the crisis is creating a child refugee every second will leave many children and young people with questions or feeling anxious. They will be turning to parents, carers and teachers to talk about the stories they see and hear.

Here are eight suggested ways teachers could support young people to respond to and understand this crisis - with signposts to some of the many useful resources being produced by other organisations. We have tried to include a range of ideas for use with different age groups and contexts. Though the advice is aimed at UK teachers, we hope it might prove helpful to educators in other places too.

1. Facilitate conversations and support learners' well-being

There are several online sources of advice for talking with children and young people about what's happening in Ukraine and any worries or concerns they may have. And much of this information is relevant for teachers too. These tips from Young Minds and advice from Save the Children are a useful starting point.

Conflict can be a difficult and emotive topic to explore in the classroom. Some learners may have personal connections with conflicts going on in the world and it is important to be sensitive to this. This helpful resource from the British Red Cross provides advice and suggested activities for using a neutral and impartial approach when discussing conflict with children and young people.

2. Develop understanding of the context in Ukraine

This short resource from The Economist Educational Foundation ( Russia: what's the next move?) could be used with older learners to provide some background context about the current situation between Russia and Ukraine and prompt classroom discussion about what might happen next. BBC Newsround have shared a useful glossary to explain the meaning of some of the words being used in connection with the Ukraine conflict. These cross-curricular ideas and suggested teaching approaches on the Global Dimension website may also be useful.

3. Challenge misinformation - and support better understanding of what pupils see and hear

One important reason for talking with young people about current news events is to combat misinformation. Young people are more likely to access their news through digital and social media, rather than more traditional sources, but may find it difficult to tell whether what they are reading is true. Research by the Commission on Fake News and Critical Literacy in Schools found that only 2% of children and young people in the UK had the critical literacy skills needed to identify whether a news story is real or fake.

So, supporting young people to develop the skills to critically evaluate sources of information is essential. Asking questions is a good first step: What is the source of this article? Who said it? What did they say? Are these facts or opinions? When was it written? See p.15 of Oxfam's Teaching Controversial Issues guide for a classroom activity to encourage learners to critically analyse the media and discuss issues around 'fake news'. There are many other resources online to help young people to navigate their newsfeed, for example this lesson plan from The Guardian Foundation or this set of classroom resources from BBC Teach. Older learners could also investigate how news stories are put together for different audiences, including how choices are made about what types of information to include.

4. Explore peace and conflict

Even very young children will have some basic knowledge about the causes and consequences of disagreement, as well as strategies for avoiding, managing and resolving conflict. For most, this will be based on their own experiences at a personal, classroom or family level, though there will be some with first-hand experience of conflict on a larger scale. Picture books are a great way of learning and talking about conflict and its impacts on people, as well as helping children to develop empathy for others. See this book list from lovemybooks for some suggested titles.

This collection of teaching resources from the British Red Cross could be used to explore conflict and its consequences, not just in Ukraine, but in other countries around the world. Oxfam Education offers a resource that could be used to investigate the conflict in Yemen. The Quakers in Britain also have a wide range of resources for teaching about peace and conflict. This blog post by Ellis Brooks, their Peace Education Coordinator, provides advice and ideas for using peace education to help learners make sense of the conflict in Ukraine. Teach Peace from the Peace Education Network includes assemblies, activities, resources, prayers and reflections on peace and peace-making for 5-12 year olds.

5. Engage with controversial issues

Bringing these complicated topics into the classroom may provoke strong, varied and often divided opinions. We believe it's important to engage with, rather than avoid these controversial issues. Educators have a responsibility to ensure that learners are offered a balanced presentation of opposing views, at the same time making it clear when any views expressed are discriminatory or counter to human rights. Young people need space and opportunities to think critically (see below) and reflect on their own and others' values and attitudes, and to do so with consideration and respect for others. Suitable for use with all ages from under-5s to post-16s, this Oxfam Education guide for teachers includes strategies, guidance and activities for teaching controversial issues.

6. Strengthen critical thinking skills

There are many complex issues connected with the Ukraine crisis. One difficult area that has prompted much debate is what many see as differences between the reporting of the conflict in Ukraine compared to reporting of conflicts in other countries, leading to coverage that many commentators view as racist and Eurocentric. Others have pointed out disparities in the responses of many countries in the global north to the crisis in Ukraine, as compared to other conflicts and humanitarian emergencies. As the international community rightly scales up efforts to support the people of Ukraine, we cannot overlook ongoing humanitarian crises affecting millions of people in the Horn of Africa, Syria, Yemen, and beyond. The challenges some people of colour have faced in their attempts to escape Ukraine, the difficulties Ukrainians with disabilities have experienced in fleeing home, and the unequal experiences of asylum seekers impacted by conflict in other parts of the world - all of these are reminders of how who you are and where you are in the world, affect the opportunities you have and how you are treated by others.

Exploring these issues with young people is complicated but important. Using philosophical enquiry is one way to develop critical, creative and collaborative thinking skills about complex topics. An opinion continuum or agreement line could be used to share viewpoints and values in the classroom (see p. 16 of Oxfam's Global Citizenship in the Classroom - A guide for teachers). This simple activity encourages young people to think through their position on two opposing views and mark this on an imaginary line. Are some conflicts more important than others? Is conflict ever justified? Are all refugees treated equally?

Older learners could investigate media coverage of the events in Ukraine and compare this with the reporting of other events and conflicts around the world: Are there any examples of stereotyping and bias? How are choices are made about which stories are covered or given prominence? How does news reporting vary within and between countries?

Using images can be a powerful way to prompt discussion and critical thinking about an issue. (Picture: Radka Dolinska/Oxfam)

7. Build empathy and challenge stereotypes

There are many resources online to provide an insight into the experiences of some of the millions of people globally who are impacted by conflict. When using these materials in the classroom, it is important to be aware of and sensitive to the needs of learners with lived experience of migration and conflict. These activities from Oxfam Education help learners to reflect on the importance of home and think critically about why some people are forced to flee. Christian Aid have produced a Safe Place Ludo game to explore the difficult journeys made by people fleeing conflict. These teaching resources from the British Red Cross on the theme could also be used to develop empathy and understanding about the challenges many refugees face. The UNHCR website has lots of teaching materials on refugees, asylum, migration and statelessness, including useful facts and figures, animations and stories. UNICEF's Forced to Flee resource and these learning materials from Amnesty International UK and Theirworld may also be of interest. Pictures from the media like the one above could also be used to spark classroom discussion.

This teaching idea from Facing History & Ourselves helps learners to empathise with Ukrainians forced to flee the conflict and highlights some of the inspiring ways in which governments, organisations and individuals are responding to the crisis. It also encourages learners to think critically about the treatment of refugees and migrants from other countries.

With reports of anti-Russian sentiments in the UK and elsewhere it is important to challenge stereotypes about Russians that may arise. Point out that there is a difference between the government and the population of a country, and that there are many different views among the Russian people about the events in Ukraine. Thousands of Russians have taken part in protests in their country about the conflict, risking arrest and prison in the process. Perhaps you could share photographs of the protests in Russia, or Russian soldiers taking part in the conflict, and ask learners to imagine how the people in the pictures might be feeling or thinking.

Support young people who want to take action

Many children and young people want to respond to the Ukraine crisis in active ways. Taking action can help young people to feel empowered, valued and engaged as they experience being part of bringing about positive change in the world, though it is important to make it clear such action is voluntary. As much as possible, children and young people should have ownership in choosing and shaping any personal action they decide to take.

One area of potential action is refugees. By the end of 2020, over 80 million people around the world had been forced to leave their homes, communities, and sometimes families, and start over somewhere new. Young people could be encouraged to think about how they could create a welcoming environment in their own classroom, school or community. This could be simple actions such as designing multilingual signs to display around their school, learning to say hello in different languages or creating a welcome pack with objects, activities and advice to help new students feel at home.

Schools could take this further by signing up to Schools of Sanctuary - a national network of more than 300 schools in the UK committed to 'creating a culture of welcome and inclusion for refugees and people seeking asylum'. Another option is to get involved with Refugee Week, a UK-wide festival which is held each June to 'celebrate the contributions, creativity and resilience of refugees and people seeking sanctuary'.

Oxfam's Schools Speak Out programme supports young people aged 11-16 to demonstrate leadership, take part in our latest campaigns and take action to help create a fairer, more secure and sustainable world for everyone. For example, they could learn about the lives and experiences of refugees in the UK and organise a school campaign to help keep families together.

Fundraising can also be a motivating, fun and educational way for young people to take action. Oxfam is a member of The Disasters Emergency Committee (DEC) and is working with partner organisations to raise funds to provide lifesaving aid to people in Ukraine. Take a look at these guidelines for good practice in fundraising with young people.

Keep listening

The above ideas draw on content produced by development education centres and partner organisations, as well as Oxfam education resources. We also recommend taking a look at these selections of resources, one curated by Highland One World Global Learning Centre in Scotland and another put together by Cumbria Development Education Centre in England.

Across all of the above activities, and in any conversation related to Ukraine, it will be important to keep listening and giving children and young people space to talk about their feelings. Be prepared for difficult questions - and remember that you don't need to have all the answers.

Author

# data[].attributes.attachment_link.title
Talking about Ukraine in school? Here are eight ways to help young people learn, think and act - Views & Voices

# data[].attributes.attachment_link.description
Whether it's helping children to spot misinformation or take action to welcome refugees, there are lots of ways teachers can support learners to think about and respond to the Ukraine crisis, says Liz Newbon of Oxfam GB's education team By now, children of all ages will be aware of the unfolding devastation and humanitarian crisis in Ukraine, whether it's through social media, conversations in the playground or picking up on the discussion of adults around them.

# data[].attributes.headline
ACEs in child refugee and asylum seekers

# data[].attributes.subject
ACEs in child refugee and asylum seekers

# data[].attributes.attachment_link.readable_text
Global learning in the classroom

We offer a huge range of free curriculum-linked resources for developing global learning in the classroom, across the school and beyond. Lesson plans, assemblies, videos, games and more! We've been working with teachers for more than 50 years, helping young people to learn about global issues, think critically, and take action for a better world. Here's a selection of our most popular resources.

Photo: Nigel Willmot / Oxfam

Global learning in the classroom

We offer a huge range of free curriculum-linked resources for developing global learning in the classroom, across the school and beyond. Lesson plans, assemblies, videos, games and more! We've been working with teachers for more than 50 years, helping young people to learn about global issues, think critically, and take action for a better world. Here's a selection of our most popular resources.

# data[].attributes.attachment_link.description
Free ideas, resources and support for active global citizenship in the classroom and beyond.

# data[].attributes.attachment_link.title
Explore teaching resources at the British Red Cross

# data[].attributes.attachment_link.description
Lesson plans, assemblies, quick activities and briefings for teachers. Suitable across the curriculum, particularly in citizenship and PSHE.

# data[].attributes.attachment_link.title
Every refugee matters | British Red Cross

# data[].attributes.attachment_link.description
The British Red Cross believes that every refugee matters. Find out more and pledge your support for Refugee Week and every week.

# data[].attributes.headline
Action Aid - Refugee and displacement crisis

# data[].attributes.subject
Action Aid - Refugee and displacement crisis

# data[].attributes.attachment_link.readable_text
"I don't have enough money to buy food for my children"

42-year-old Feda holds her 12-year-old daughter Rajad in their home in Mafraq, Jordan. Their family have lived in Jordan for five years, after fleeing the civil war in Syria.

Feda's husband stayed in Syria when they left. He has since remarried and doesn't send any money to support the family. They lost their house in Homs and all of their money during the war, and came to Jordan with nothing. Feda cleans houses to make money but doesn't earn enough to care for her family.

"Sometimes I don't have enough money to buy food for my children," Feda said. "My one hope is to go back to Syria."

Rajad has a disability which means that she uses a wheelchair and doesn't have the ability to speak. During their journey from Syria to Jordan Rajad was very scared and couldn't sleep. She had nightmares and would wake up screaming. They walked for the final two hours to get to the Jordanian border. Feda had to carry Rajad and the younger children. Others who were fleeing helped her to carry them.

ActionAid's approach to supporting refugees and displaced people

We support refugees and displaced people in the immediate aftermath of a humanitarian crisis, and over an extended period of time to help them rebuild their lives.

In the short term, we provide humanitarian aid; including food, safe drinking water, shelter and hygiene kits that contain clean underwear, soap and sanitary protection.

At displacement and refugee camps, we set up safe spaces for women where they can breastfeed in private, seek counselling and access emotional support. We set up watch committees to monitor and prevent violence against women.

We also provide cash transfers for women to decide and buy what they need the most.

In the long term, we help to rebuild communities and strengthen their resilience. For example, ActionAid trains women in leadership skills and disaster preparedness so that they are better equipped to lead their communities in times of crises.

Displacement and climate change

Increasing threats to food security and damage from weather-related disasters forces people to leave their homes and look for refuge elsewhere.

Climate-induced displacement occurs when rising temperatures cause sudden-onset, extreme weather-events such as floods and cyclones or influence long-term, slower-onset environmental changes such as droughts.

These in turn affect natural resources such as availability of water and farming land for the world's poorest people, threatening their safety, food security and livelihoods. 9

However, the majority of the climate-related displacement is internal, with those affected remaining within their countries. 10 Of the 28 million people who were internally displaced in 2018, 16.1 million relocated due to weather-related disasters such as extreme storms, floods and droughts. 11

Migration caused by climate change occurs in a wider context, however, with pre-existing socio-economic and local governance exacerbating people's movements.

For example, climate change may impact the availability of resources which may lead to conflict or violence causing further dispersement of people. 12

Conversely, those who have moved due to conflict or persecution may end up in regions that are climate change 'hotspots' and may suffer from secondary displacement. 13

Displacement of women and girls due to climate change

Future climate-related disasters are inevitable 14 and will drive women and girls away from their homes. 20 million of the 26 million people currently estimated to be displaced by climate change, are women. 23

Women and girls are at an increased risk when disaster strikes.

Women and girls are more likely to miss out on educational opportunities when they are displaced

They are more likely to experience loss of income and livelihood.

They are more vulnerable to violence, early marriage, adolescent pregnancy, rape and trafficking.

Furthermore, displacement affects social support networks and community ties that are valuable to women and girls. 16

Some women are reluctant to move to camps and shelters due to fear of violence and may risk staying in their disaster-prone regions. 17

Climate-related displacement

Internally displaced people in Somaliland

A severe lack of rain since 2020 has created and worsened the drought in Somaliland. Families and communities have been forced to leave their homes in search of food and water as crops are failing and livestock are dying.

There are 1.1 million internally displaced people in the region of Somaliland.

This climate crisis is affecting women and girls the hardest. Due to gender expectations, women and men in different contexts are forced to migrate for work or to displacement camps. In settings where it is dangerous for women and girls to travel on their own, this exacerbates their anxieties and risks of experiencing violence.

In the oppressive heat, with little protection from the sun, some women and girls prioritise the health of men and children, leaving themselves exposed to severe health consequences. There is limited, basic food and no toilets. Water is difficult to access, and every night girls go to sleep fearing an attack by strangers and wild animals.

ActionAid's work to support internally displaced people in Somaliland in 2022

ActionAid has had a long-term presence in Somaliland to help relieve the effects of climate-related droughts.

In 2022, after several failed rainy seasons, ActionAid is working with partners to reach families in urgent need in parts of Somaliland.

More than 27,998 households have already received life-saving support in Togdheer, Sanaag and Sool regions.

We are providing cash transfers which women are using to buy food and water for their families.

We are also providing hygiene kits which contain period pads and soap.

We are also helping to build resilience in local communities through sustainable agriculture.

We are putting women at the forefront of our response because we know that women are resourceful and play a critical role in the survival of their families. They bring strong knowledge of their communities and are often best-placed to identify the needs of their communities during crises.

Conflict-related displacement

The Syrian refugee crisis
The war in Syria, which started in 2011, has claimed over 400,000 lives and injured more than 1 million people.
Violence and horrific human rights abuses, deepening poverty and the destruction of healthcare and education services has forced millions 21 to cross treacherous waters and travel hundreds of miles in search of safety for themselves and their families.

As a result of this brutal conflict, 6.3 million people have been internally displaced and almost4 million people are registered as refugees abroad, making this the biggest displacement crisis in the world.

The majority of refugees who have fled Syria are living in neighbouring countries, including more than a million registered Syrians in Lebanon and 660,000 in Jordan.

2.5
Girls are 2.5 times more likely to drop out of school in conflict-affected countries than those in conflict free countries. 18

17 m
More than 17m girls have been displaced from their homes. 19

1 in 5
1 in 5 refugees or displaced women are estimated to have experienced sexual violence. 20

Challenges faced by refugee women and girls

Women and girls face unique vulnerabilities as they are more at risk of exploitation and abuse in refugee camps and in transit and at borders.

Many women reported feeling threatened throughout their journey, from sexual harrassment to financial exploitation 22 . Maria, 27, who had reached Lesvos after travelling from Syria said: " During the journey... the ISIS men tried to rape me. When we got to Turkey, the Turks sent us back to the borders with Syria twice. They were shooting at us with their weapons. However, if you pay, you can get to Turkey again."

Without segregated toilet facilities, some women resorted to limiting the amount they ate and drank, because they felt unsafe using the toilet. Many women reported feeling unsafe when forced to sleep in facilities with hundreds of unknown men.
But women are also at the forefront of assistance to those most vulnerable among the displaced as they often serve as the main caretakers for children and elderly family members.
Anna Karabet, who worked in the ActionAid women's safe space on Lesvos, said: "It's a good thing that ActionAid set up this space which places an emphasis on women. This was the right thing to do. The whole family relies on women. When you do something to support the women, the entire family will benefit. How will these women be able to support their children if they are not strong enough themselves?"

Supporting the most vulnerable refugee women

Sajida, who is 28 years old and from Syria, came to our women's safe space on Lesvos after a traumatic journey. She shared her story.

"Our city is gone. There's nothing left any more. Not only was Assad bombing us from above, we were living in fear of ISIS too.

I left with my two children, as well as my husband, mother and brothers. But one of my brothers didn't make it. He died in Syria.

We would have fled earlier if we could, but we didn't have enough money. We were hoping that the war would end. The journey was really difficult. My children were shaking and crying. We were so scared because the sea got extremely rough before our boat reached the shore.

Right now, I'm dreaming of living a life without fear. All I want is for my children to have one night's sleep without fear."

"Women are equal to men"

Ghroub, 40, from Homs, has been in Lebanon for four years. In Syria, her husband was a lawyer and she was the manager for a research centre.

"When we came to Ballbeck, I isolated myself with my kids for almost six months, I was really depressed," she said.

"After that, I met with Amira and other people from ActionAid and started taking training with them. They give you more ideas and support and i started working on this farm with my husband. As my husband was away from the farm quite a lot, I ended up driving the truck and selling the water in the neighbourhood. The men in the neighbourhood were surprised seeing me drive the truck. Women are equal to men, we are sisters of men, in my family we are equal."

All-female refugee football team smashes stereotypes

In 2016, Action Aid Lebanon started its first female football team. The idea came after a discussion about forming a new youth football team when Hassan, the community center organizer, suggested creating a team for girls. It was initially opposed by some of the men, who said an all-female soccer team would not be accepted by society - but the girls were determined to play.

17-year-old centre forward Hanin says: "Our team is made up of Lebanese, Syrian and Palestinian girls. Many of them are refugees, but some are from the local community here. They are all so positive and our team spirit keeps us united.

The ActionAid Community Centre, where we meet, has become my second home. If I face any problems with work or everyday life I always know I'll get good advice from my friends and the ActionAid staff there.

The best thing about playing football, is that when I'm on the pitch I forget all my worries and the hard things I went through in Syria. I just focus on my role in the team and winning the game. I want to break the stereotypes around women - this box men put us in - and I'm prepared to work hard to do it!"

ActionAid's work to support refugees in Jordan and Lebanon

ActionAid Arab Regional Initative works with women's groups in Jordan and Lebanon to support both refugee women and local women.

These groups focus on ensuring women have economic independence through establishing a weekly market for goods produced by women, helping them set up small businesses, and also provide gym facilities so that women are able to exercise. They have also received training in how to tackle and report violence agaisnt women from our local partner NGOs.

ActionAid's work in refugee camps in Athens

ActionAid Greece started responding to the refugee crisis in September 2015 on the island of Lesvos, providing women friendly spaces and supporting some of the most vulnerable women and children in the refugee camps of Moira and Kara Tepe.

In the women friendly spaces, women were able to breastfeed in private, change their clothes, access hygiene kits including soap and sanitary towels, and get information in their own language from our cultural mediators.

The EU-Turkey deal

In March 2016, European leaders struck a deal with Turkey that meant refugees arriving in Greece would be sent back to Turkey if they did not apply for asylum or if their claim is rejected. As a result, border control was tightened and many of the refugee camps in Greece became closed camps.

ActionAid Greece responded by changing their focus from people on the move, to vulnerable people who would remain in Greece. Our teams in the camps of Schisto and Skaramaga in Athens provided pyschosocial support, information to refugee women about their rights in Greece and the EU, and they also run activities that the women requested, from learning English to keep-fit classes.

ActionAid workers on the ground

Lina Abuaisheh, an aid worker from ActionAid Occupied Palestinian Territory, volunteered in Lesvos in 2016. She said:

"When ActionAid's emergency response team called, seeking Arabic-speaking women to help refugees in Lesvos, I knew I had to go. I had prepared myself for what I might see, but no one could prepare me for the scale and intensity of the tragedy.

When I first arrived on Lesvos it was so chaotic and my colleagues and I were among the few people who could actually speak with the refugees.

Now, thank God, it's better. When the refugees arrive they get a number and we, the Arabic and Farsi speakers, translate the announcements and explain to people what they need to do and where they need to go.

I came to Lesvos primarily to help with ActionAid's mother and baby centres. Here women have a chance to relax for the first time in a long time. They can breastfeed, change their clothes, clean their babies and they can talk to someone about their difficult experiences.

I don't buy it when people say 'it's impossible'. There is a solution to this crisis and a way to save all those lives. There has to be."

Top image: Rasal and her mum arrive in Moria camp in Lesvos, Greece. Karin Schermbrucker/ActionAid

# data[].attributes.attachment_link.description
Find out about the forced global displacement of people around the world and why it happens. Human-made and climate-related disasters, armed conflict, and violations of human rights has resulted in millions of people fleeing their homes and seeking refuge elsewhere.

# data[].attributes.attachment_link.title
652 Top "Refugee" Teaching Resources curated for you

# data[].attributes.attachment_link.description
Instant access to inspirational lesson plans, schemes of work, assessment, interactive activities, resource packs, PowerPoints, teaching ideas at Twinkl!

# data[].attributes.headline
British Council - Teaching resource. Living together: refugee

# data[].attributes.subject
British Council - Teaching resource. Living together: refugee

# data[].attributes.attachment_link.readable_text
Europe's refugee crisis is getting worse, and if you listen to government ministers and many other political commentators, constitutes a dire threat.

In reality, the countries most affected by this increase in refugees are thousands of miles away; and the impact on Europe constitutes only a fraction of a refugee crisis arising from conflicts that have grown and spread across the Near and Middle East, and sub-Saharan Africa.

Here are six truths about refugees and the people coming to Europe, seeking our help.

1. Most people making journeys across the Mediterranean, and most of those gathered at Calais, are refugees

Ministers repeatedly deny this, but the evidence is clear. The EU external border control agency, FRONTEX, say that the large majority of the people come from Syria, Eritrea, Sudan, Afghanistan and Iraq. Of these, by far the largest group are Syrians.

The sharp rise in the number of people making or attempting extremely dangerous journeys across the Mediterranean - and rise in the much smaller number of people at Calais - has taken place over the last year. What has changed in that relatively short timeframe?

The number of new refugees and the total global refugee population have risen substantially - first in 2013, and then by nearly 3 million in 2014. This rise is unprecedented, at least since the Second World War.

2. These are people fleeing persecution and terror

A refugee is someone who is at serious risk of persecution in their home country. They are at risk of such things as bombardment and violence from all sides in Syria, which has included barrel bombing and gas attacks; or torture, repression and enslavement by their own government in Eritrea.

This is not about economic betterment; it is fundamentally about life and liberty - which is why so many men, women and children risk their lives trying to get to safety in Europe.

Laith Majid & his family paid more than $8000 in the hope of receiving sanctuary from Syria http://t.co/kczNsV55k6 pic.twitter.com/dpMbrvQPbV

- kristyan benedict (@KreaseChan) August 21, 2015

3. There are no safe and lawful routes available for these people

To claim asylum in Europe, refugees have to get here first. To travel by ordinary lawful routes, these people are required to obtain visas. And there are no visas available for those who are seeking asylum.

A tiny number of refugees are permitted to resettle from unsafe and unsustainable conditions in countries neighbouring their own - such as refugee camps in Jordan and other precarious situations in Lebanon.

Since January 2014 the UK has resettled just 18,252 Syrian refugees through this system - a pitifully small proportion of the near 4 million Syrians in Turkey, Lebanon and Jordan. To put that into perspective, the Calais 'jungle' hosts around 3,000 people.

With the rise in the global refugee population, conditions in poorer countries hosting many more refugees than Europe is receiving are often inadequate, devoid of hope and dangerous. Some feel they've no choice but to move on. For them, people smugglers and perilous boat journeys are the only choice left.

4. There is no legal requirement for a refugee to claim asylum in any particular country

Neither the 1951 Refugee Convention nor EU law requires a refugee to claim asylum in one country rather than another.

There is no rule requiring refugees to claim in the first safe country in which they arrive.

The EU does run a system - called the Dublin Regulations - which allows one EU country to require another to accept responsibility for an asylum claim where certain conditions apply.

The relevant conditions include that the person is shown to have previously entered that other EU country or made a claim there. This is supposed to share responsibility for asylum claims more equitably among EU countries and discourage people moving on from one EU country to another. But it doesn't work.

It is clear the system greatly benefits countries like the UK and is very unfair to countries like Greece and Italy. That's part of the reason Germany has just suspended the Dublin Regulations when dealing with people fleeing from Syria.

5. The UK is not disproportionately affected by the global refugee crisis, and neither is Europe

By the end of 2014, the global refugee population stood at 14.4 million people - if you discount the 5.1 million Palestinian refugees, who are generally left out of such figures because they are not within the remit of UNHCR, but rather a separate UN agency (the UN Relief and Works Agency).

Countries like Turkey and Pakistan host more refugees than all EU countries combined. Except for Turkey, no European country appeared among the top ten hosts of refugees at the end of 2014. Ethiopia, Kenya, Chad and Uganda were all on that list.

Within the EU, Sweden and Germany have consistently led the combined EU effort in receiving asylum claims and providing protection. France lags behind but for years has still received more than twice the number of asylum claims received by the UK.

Now Italy, Greece, Bulgaria and Hungary are among those far more affected than the UK.

6. The UK asylum system is no more generous than many others

Asylum-seekers in the UK can qualify for accommodation and financial support while waiting for their claims to be finally decided. This is the same in other EU countries.

In the UK, the weekly allowance for a single adult asylum-seeker is £36.95 per week, lower than many other EU countries. The equivalent weekly rate in France, for example, is £58.50 (on an exchange rate of 73p to the euro).

Elsewhere in the EU, asylum-seekers must be permitted to work if their claims have not been decided within 9 months, although some countries permit this after less time. This does not apply in the UK, where permission to work will not be granted unless 12 months have past and the claim remains undecided. The UK has introduced severe restrictions on what work an asylum-seeker may be permitted to do even if this condition is met.

Detention is used much more extensively in the UK's asylum system than in other EU countries. Those countries also have time limits on how long a person may be detained under immigration powers, whereas the UK has no time limit.

Research tends to show that asylum-seekers know little of the asylum system in any individual country, including the UK, before arriving there.

When asylum-seekers do decide they would prefer to reach a particular country to make an asylum claim, family, community and language connections tend to be key factors in making that decision.
Of course we're all free to believe the opposite to these truths if we're so inclined. But doing so won't help us face up to the current global refugee crisis and it won't make it go away either. Keep up to date with our work: follow us on Twitter and on Facebook.

# data[].attributes.attachment_link.description
Europe's refugee crisis is getting worse, and if you listen to government ministers and many other political commentators, constitutes a dire threat. In reality, the countries most affected by this increase in refugees are thousands of miles away; and the impact on Europe constitutes only a fraction of a refugee crisis arising from conflicts that have grown and spread across the Near and Middle East, and sub-Saharan Africa.

# data[].attributes.attachment_link.readable_text
Kamran's survival is as remarkable as his experience tragic. The account of his journey highlights many of the issues around the age assessment of children who are seeking asylum in the UK. Although he was only a child, the authorities treated Kamran as an adult, detained him for long periods and very nearly deported him, before they finally recognised him as a minor.

# data[].attributes.attachment_link.title
Child refugee stories - The Separated Child Foundation

# data[].attributes.attachment_link.description
Kamran's survival is as remarkable as his experience tragic. The account of his journey highlights many of the issues around the age assessment of children who are seeking asylum in the UK. Although he was only a child, the authorities treated Kamran as an adult, detained him for long periods and very nearly deported him, before they finally recognised him as a minor.

# data[].attributes.headline
The UN Refugee Agency - teaching about refugees

# data[].attributes.subject
The UN Refugee Agency - teaching about refugees

# data[].attributes.attachment_link.description
This page contains a collection of UNHCR teaching materials on refugees, asylum and migration for primary and secondary education, as well as some guidance for teachers working with refugee children in the classroom.

# data[].attributes.headline
English for Speakers of Other Languages (ESOL)

# data[].attributes.subject
English for Speakers of Other Languages (ESOL)

# data[].attributes.attachment_link.description
The ETF is developing a new platform to replace Excellence Gateway, and this will come online at the same time as Excellence Gateway comes offline, in summer 2023. Most ESOL resources will be transferred. A few items will be retired, but a list will be provided in advance.

# data[].attributes.headline
Catholic Agency for Overseas Development (CAFOD) teaching resources

# data[].attributes.subject
Catholic Agency for Overseas Development (CAFOD) teaching resources

# data[].attributes.attachment_link.title
Refugee resources for primary schools | CAFOD

# data[].attributes.attachment_link.description
Learn about the refugee crisis with our resources for Catholic primary schools

# data[].attributes.attachment_link.readable_text
World Refugee Week is a time to celebrate the courage, contributions and creativity of refugees around the globe.

The global refugee crisis has reached a record high, with the number of people who have been forcibly displaced worldwide surpassing 100 million for the first time ever. As war and conflict continue in Ukraine, Afghanistan, Ethiopia, Myanmar and other parts of the world, this number is set to rise.

Newsletter block

Add impact to your inbox

Sign up to receive updates about Women for Women International's work, campaigns and ways to get involved. It's free to join.

You can unsubscribe at any time, please read our privacy policy for more information

Support women survivors of war

Your donation can help support women fleeing conflict to rebuild their lives. With new social and economic skills and structured support, they can heal from past trauma and realise their power.

# data[].attributes.attachment_link.title
7 Powerful Films about the Refugee Experience

# data[].attributes.attachment_link.description
World Refugee Week is a time to celebrate the courage, contributions and creativity of refugees around the globe. The global refugee crisis has reached a record high, with the number of people who have been forcibly displaced worldwide surpassing 100 million for the first time ever.

# data[].attributes.attachment_link.readable_text
SASS community members and supporters can find updates, useful information and advice on the Swansea Asylum Seekers Support (SASS) Facebook page
Corona-virus Guidance for Asylum-Seeking Communities in the UK - Multiple Languages Here you will find posters, leaflets and other resources containing facts about Covid-19, testing and the vaccination in a choice of languages. Corona-Virus advice in multiple languages
Due to concerns over the current Corona-Virus situation SASS' Friday and Saturday community drop-ins are closed until further notice. It is with great sadness that we have to take this precaution.

In 'normal' times SASS provides up to 240 meals every week, a lifeline to many people who also rely on other community groups that are now also closed.

We fear food poverty is a major concern.

Support

SASS is working with other organisations to provide emergency assistance to those most needy and vulnerable.

This is an unprecedented situation and we are all trying to develop a strategy to help as many people as we can.

Please call SASS on 07853 717017 if you or someone you know is desperately in need of help

SASS English Language Classes

Any individuals who would like to join our online (Zoom) classes can contact George 07719 876193

IT equipment (max limit £200)

Phone top-ups (£10 max per person/per month)

Children - nappies clothing etc. (£30 max)

Funds for discretionary items - emergency travel etc. (£20 max

All subject to criteria - referral form and info to be provided
Contact Thanuja: 07311 789441
Tel: 07918 403 666 from 10am - 2pm Monday to Friday
* Support for newly granted refugees

* Asylum support applications (call Migrant Help first)

The call will be triaged by one of our team and if we are able to help you will be called back by a caseworker. If an interpreter is required we will do our best to have an interpreter on the phone.

This is not a freephone number, and we would suggest people firstly seek help from Migrant Help, Jobcentre Plus or another organisation offering a freephone number.

Unity in Diversity Community Drop-ins and Women's Group
Please call David 07531 294145 or Adella 07957 602430
The following support is available;

English classes at beginner and pre-intermediate level. Mondays to Thursdays.

Clothes, toys, house things. We will bring things to you.

Food. We can refer to food banks or bring some food to you especially in the Manselton and Penlan areas.

Somebody to talk to especially if you are on your own

Advice or support

Opportunity to volunteer and support other asylum seekers

Swansea CVS - A Better Welcome to Swansea Project

Phone mentoring of new people seeking asylum in Swansea

Signposting and or providing information as needed

Contact
Email: Hannah_sabatia@scvs.org.uk
Tel: 07496172896
Monday to Friday 10am-5pm (Call, Texts or Whatsapp messages)

Services offered to asylum seekers, refugees and those who are appeal rights exhausted:

Destitution support, including applications for Discretionary Assistance Fund, signposting to Foodbanks, referrals to Housing Options for people with NRPF

Cash based assistance to destitute asylum seekers and refugees with no other means of support available, following an assessment

Remote casework and support

Telephone: 07715163869 (Lara Danielli) or email - LDanielli@redcross.org.uk
Telephone: 01792 470298 or email info@africancommunitycentre.org.uk
African Community Centre
Telephone: 01792 636707

Food parcel referrals

Volunteer drivers for food parcels and other essentials.

REACH:ME one to one counselling for adult asylum seekers, volunteers and BAME people

REACH - one to one counselling for asylum seeking children and young people.

Man Talk - group sessions

Girl Talk - group sessions

Swansea Council Local Area Coordination (Website for info)

Help in various ways including shopping

Refer to/Support our Local Food banks and Community Initiatives

Contact for referrals and/or donation drop-off times. Times provided below are for pick-up times.

Swansea Mosque
Take away hot meals are available every day 7pm-8pm at Swansea Mosque.

Available to EVERYONE (25th April to 23rd May).
Address: 159a St Helens Road, Swansea. SA1 4DQ(Map)

Caer Las' Community Fridge
Food packs available Wednesdays 1pm to 3pm
Customs House, Cambrian Place
Swansea. SA1 1RG(Map)

- Mondays 1.00pm - 3.00pm
646 Mumbles Road, Mumbles SA3 4EA
Contact: 07815 534095

City Church - Wednesday 10.00am - 12 noon
Dyfatty Street, Swansea SA1 1QQ
Contact: 07815 534095

Life Point Church - Fridays 11.00am - 1.00pm
Fynone Road, Swansea, SA1 6BT
Cotact 07815 534095
Facebook: (link) | Donate: (link)
Sketty Foodbank
Sketty Park Community Centre
Heather Cres, Sketty SA2 8HS
Contact: 07790 972407
SASS - Volunteer Expenses - Claim Form (printable)
Swansea Muslim Community Service
A group set up by Muslims in Swansea in response to help those who have been hit hard by the crisis in our communities. Providing food packs and essentials items and delivering it to those most in need.

For referrals contact: 07949 033493 | 07882 188573

Volunteer to help us at this difficult time.

Tel: 07853 717017

Email: vol.sbassg@gmail.com

# data[].attributes.attachment_link.description
SASS community members and supporters can find updates, useful information and advice on the Swansea Asylum Seekers Support (SASS) Facebook page Corona-Virus advice in multiple languages Due to concerns over the current Corona-Virus situation SASS' Friday and Saturday community drop-ins are closed until further notice. It is with great sadness that we have to take...

# data[].attributes.headline
ETHNIC MINORITIES AND YOUTH SUPPORT TEAM WALES (EYST)

# data[].attributes.subject
ETHNIC MINORITIES AND YOUTH SUPPORT TEAM WALES (EYST)

# data[].attributes.attachment_link.title
EYST - Ethnic Minorities and Youth Support Team Wales - Supporting BME people living in Wales.

# data[].attributes.attachment_link.description
Ethnic Minorities and Youth Support Team Wales Ethnic Minorities & Youth Support Team was set up in 2005 by a group of ethnic minority young people in Swansea. It aimed to fill a gap in provision for young BME people aged 11-25 by providing a targeted, culturally sensitive and holistic support service to meet their needs.

# data[].attributes.attachment_link.readable_text
"Race Alliance Wales isn't just a talking shop. We are all about action."

Race Alliance Wales (RAW) is an initiative which aims to act as a collaborative and self-directed platform for individuals and organisations interested in achieving race equality in Wales. Through collaborative work, we seek to contribute to a more equal, cohesive and globally responsible Wales, and to making Wales a welcoming place of safety where rights are enjoyed and racialised people can thrive.

RAW was initiated in 2018 and formally launched in December 2019, when it was also granted funds to undertake policy and research based work on the experience of racism racialised people in Wales have faced. This bid allowed for the recruitment of a Full Time Project Development Worker. The appointed staff, Leila Usmani and Jami Abramson in a job share capacity, are working towards developing the alliance by increasing membership and engaging with policy and research until January 2022.

# data[].attributes.attachment_link.description
Race Alliance Wales (RAW) is an initiative which aims to act as a collaborative and self-directed platform for individuals and organisations interested in achieving race equality in Wales. Through collaborative work, we seek to contribute to a more equal, cohesive and globally responsible Wales, and to making Wales a welcoming place of safety where rights are enjoyed and racialised people can thrive.

# data[].attributes.attachment_link.description
We empower asylum seekers and refugees to build a new life in Wales We need your help more than ever. Please help us build a fairer, more compassionate asylum system that reflects the humanity and care of British society. £5 could provide mobile data. £10 could go towards English language skills.

# data[].attributes.headline
Swansea Women’s Asylum and Refugee Support Group 

# data[].attributes.subject
Swansea Women’s Asylum and Refugee Support Group 

# data[].attributes.attachment_link.readable_text
Swansea Women's Asylum and Refugee Support Group ('The Women's Group') is one of the longest running local support groups for asylum seekers and refugees in the city.

They were established in 2006 and, apart from a year's break, have been running at least one activity a month ever since.

The group and its activities are wholly run by and for Asylum Seekers and Refugees with the support of a British Chair. They were set up to encourage wider social and civic engagement of members and their focus has always been on multiple collaborations/network building. They collaborate closely with many groups, including but not limited to:

The Waterfront Museum

SASS (Swansea Asylum Seeker Support)

UiD (Unity in Diversity)

ACC (African Community Centre)

Swansea City of Sanctuary

BME Skills Project

EYST (Ethnic Youth Support Team)

Women4Resources

Hay, Brecon and Talgarth Sanctuary for Refugees

Bridgend Quakers

Chinese Christian Church

WOW Women's Film Club

Wales PEN Cymru

They have a long-standing relationship with Swansea University student volunteers, their volunteer organisation, Discovery, has provided them with childcare since 2008 through RASCALS (Refugee and Asylum Seeking Children At Large in Swansea) a group set up specifically to support them.

They generally meet in the Swansea National Waterfront museum where they have worked on many projects - including painting lampshades as Christmas decorations for the museum, making willow lanterns as part of a cross cultural project with other community groups, working with Women4Resources in on going women's projects, contributing for example henna designs, threading and braiding in the Green Fayre.

Many members of the group feature in the museum's current portrait exhibition celebrating the 50th anniversary of Swansea being awarded city status and will also appear in the forthcoming book. Over the past 2 years members have included women from 24 different countries. Their members are active across the city in multiple ethnic support and community groups. They are members of SCVS.

Until recently they have been run entirely by donations and group fundraising activities. Recently their activities have shifted towards funding training and education opportunities in addition to core support and they are applying for grants.

We work to support and develop the Third Sector by providing a wide range of information, advice and support services and by representing the views of the sector to government and policy makers.

# data[].attributes.attachment_link.title
Swansea Women's Asylum and Refugee Support Group ('The Women's Group')

# data[].attributes.attachment_link.description
The group and its activities are wholly run by and for Asylum Seekers and Refugees with the support of a British Chair. They were set up to encourage wider social and civic engagement of members and their focus has always been on multiple collaborations/network building.

# data[].attributes.attachment_link.readable_text
Get Involved

The ACC is committed to breaking down barriers, promoting participation and community cohesion as well as facilitating a better understanding of African culture within our local community.

The African Community Centre Wales (ACCWales) is operated by the African/African Community in partnership with indigenous Welsh people throughout Wales.

Since those early days, the ACC has become a place where not only African and African Caribbean people can call home but where people from all diverse cultures can find a welcome and a listening ear.

Our clients have opportunities to participate in various activities be they educational, therapeutic, artistic, social or just plain fun. We foster a sense of belonging and integration within cultures and the local Swansea community.

Our forte is working with people in a caring and individual manner where client's needs are met in a person-centred atmosphere. This can be in English classes, young people's projects, other group fun activities, volunteering or our unique Asylum Seekers Community Transport scheme.

We believe that we have been a major force in making Swansea the wonderfully diverse multicultural city which it is today.

Although our website is available to view, please also know it is currently being updated some pages will not be fully functional.

# data[].attributes.attachment_link.description
ACC Wales run educational programmes for people of all ages and abilities including English language, citizenship, and information on various health issues.

# data[].attributes.headline
FAN (Friends and Neighbours) groups in Swansea

# data[].attributes.subject
FAN (Friends and Neighbours) groups in Swansea

# data[].attributes.attachment_link.readable_text
FAN groups exist in South Wales and further afield. Each group holds a weekly meeting where local people and those from around the world come together to meet, talk and listen to each other in a friendly and relaxed way.

FAN groups are free to attend. Use their website to find out how you can join.

# data[].attributes.attachment_link.title
FAN (Friends and Neighbours) groups in Swansea - Swansea

# data[].attributes.attachment_link.description
FAN groups exist in South Wales and further afield. Each group holds a weekly meeting where local people and those from around the world come together to meet, talk and listen to each other in a friendly and relaxed way. FAN groups are free to attend.

# data[].attributes.headline
Growing Real Opportunities for Women (GROW) Cymru

# data[].attributes.subject
Growing Real Opportunities for Women (GROW) Cymru

# data[].attributes.attachment_link.readable_text
We Can Help You

Women's economic empowerment sets a direct path towards gender equality, poverty eradication and inclusive economic growth. Women make enormous contributions to the economy, whether in employment, as entrepreneurs or employees, or by doing unpaid care work at home.

Women also remain disproportionately affected by poverty, discrimination and exploitation. Gender discrimination means women often end up in insecure, low-wage jobs, and constitute a small minority of those in senior positions. It limits participation in shaping economic and social policies. Also because women perform the bulk of household work, they often have little time left to pursue economic or education opportunities.

Our solutions
Growing Real Opportunities for Women (GROW) support women's economic empowerment, including gender equality and the elimination of all forms of discrimination against women. GROW supports women's economic empowerment. A growing body of evidence shows that gender equality significantly contributes to advancing economies and sustainable development.

Working with a variety of partners, our aim is to promote a woman's ability to secure employment and reduce their dependency on benefits, thus removing the benefit trap.

In all our economic empowerment work, GROW reaches out to women most in need, often by engaging with grass-roots and other voluntary organisation working with women. Particularly marginalised groups include women who are isolated, deemed hard to reach, domestic workers, ex-offenders, some migrants and low-skilled women. Our aims are higher incomes, better access to and control over resources, and greater security, including protection from violence.

# data[].attributes.attachment_link.title
GROW Cymru A women's Help enterprise in Swansea - Helping women

# data[].attributes.attachment_link.description
We Can Help You Women's economic empowerment sets a direct path towards gender equality, poverty eradication and inclusive economic growth. Women make enormous contributions to the economy, whether in employment, as entrepreneurs or employees, or by doing unpaid care work at home. Women also remain disproportionately affected by poverty, discrimination and exploitation.

# data[].attributes.attachment_link.description
If you or someone you're representing is a refugee or asylum seeker, apply here to learn English for free with Conversation Over Borders.

# data[].attributes.headline
International Rescue Committee (IRC) - Trauma Informed Approach in Education

# data[].attributes.subject
International Rescue Committee (IRC) - Trauma Informed Approach in Education

# data[].attributes.attachment_link.readable_text
Crisis and conflict have direct and profound effects on children's physical safety, well-being and ability to learn. This two-part workshop series will explore the causes, consequences and ways to support refugee students (at the individual and organisational level) to cope and overcome trauma and toxic stress and to thrive in their new school. Sessions are led by an IRC education specialist who has over 20 years of experience supporting refugee and EAL students in the English education system.

Sessions start at 4 pm and last 90 minutes. Please find below the next available training dates:

21 - 22 March 2023

19 - 20 April 2023

24 - 25 May 2023

# data[].attributes.attachment_link.title
Workshop series: A Trauma-Informed Approach in Education

# data[].attributes.attachment_link.description
Crisis and conflict have direct and profound effects on children's physical safety, well-being and ability to learn. This two-part workshop series will explore the causes, consequences and ways to support refugee students (at the individual and organisational level) to cope and overcome trauma and toxic stress and to thrive in their new school.

# data[].attributes.headline
International Rescue Committee (IRC) - Healing Classrooms Training

# data[].attributes.subject
International Rescue Committee (IRC) - Healing Classrooms Training

# data[].attributes.attachment_link.readable_text
The training consists of three 90-minute sessions led by an IRC education specialist who has experience of the English education system as well as having worked with refugees both in this country and abroad. The sessions will provide you with an opportunity to learn about the Healing Classrooms model and to share expertise with other educators in your region.

Sessions start at 4 pm and runs during term time. Please find below the next available training dates

February 2023 (full, registration closed)

Sign up here

Sessions at 4 pm on Tuesday

March 2023

Sessions at 4 pm on Thursday

April 2023

Sessions at 4pm on Wednesday

# data[].attributes.attachment_link.description
The training consists of three 90-minute sessions led by an IRC education specialist who has experience of the English education system as well as having worked with refugees both in this country and abroad. The sessions will provide you with an opportunity to learn about the Healing Classrooms model and to share expertise with other educators in your region.

# data[].attributes.attachment_link.title
Schools of Sanctuary Resource Pack PDF version

# data[].attributes.attachment_link.title
TRA164710 Application for Sanctuary Award Sept 2022 V2_cy-GB

# data[].attributes.headline
Human Displacement - Secondary - PowerPoint

# data[].attributes.subject
Human Displacement - Secondary - PowerPoint

# data[].attributes.attachment_link.title
Lesson Plan - Human displacement - Secondary

# data[].attributes.attachment_link.title
Teacher help sheet - FACTS ABOUT REFUGEES

# data[].attributes.headline
Human Displacement - PowerPoint - Primary

# data[].attributes.subject
Human Displacement - PowerPoint - Primary

# data[].attributes.attachment_link.title
Lesson Plan - Human displacement - Primary

# data[].attributes.headline
Human Displacement - Help sheet for teachers

# data[].attributes.subject
Human Displacement - Help sheet for teachers

# data[].attributes.attachment_link.title
Teacher help sheet - FACTS ABOUT REFUGEES

# data[].attributes.attachment_link.description
The ‘Better Welcome to Swansea’ project is a mentoring scheme that supports people seeking sanctuary (primarily newly-arrived asylum seekers), to feel welcome. The aim of the scheme is to promote integration between asylum seekers or refugees and the local Swansea community.

# data[].attributes.attachment_link.readable_text
Everything you find here has been specially created by the British Council, the world's English teaching experts.

We provide you with the right tools to help you interact confidently in the real world.

Practise your listening, reading, writing and speaking and learn useful language to use at work or to communicate effectively with friends.

Audio and video to practise your listening and speaking skills.

Model texts for all types of writing tasks.

Work on your reading skills to read more quickly and understand more.

Revise and practise your grammar to improve your language level and increase your confidence.

Clear and simple grammar explanations to help you revise and practise different grammar points.

Online exercises to help you check your understanding of the grammar points.

Use the grammar reference for further practice and more detailed explanations.

Learn new words and improve your language level to be able to communicate in English effectively.

Online exercises to help you learn the meaning, pronunciation and spelling of new words.

Learn new words connected to a wide range of different topics.

Play our word games and have fun as you improve your vocabulary.

# data[].attributes.attachment_link.description
Learn English online using our high-quality resources to quickly improve your English. Take our free level test to help you find your English language level, then find lessons and resources that are just right for you.

# data[].attributes.attachment_link.readable_text
The UK's leading
anti-racism educational charity

Show Racism the Red Card was established in January 1996, thanks in part to a donation by then Newcastle United goalkeeper Shaka Hislop.
In 1990's Newcastle, Shaka was at a petrol station near St. James' Park when he was confronted with a group of young people shouting racist abuse at him. After one of the group realised that they had been shouting at Shaka Hislop, the Newcastle United football player, they came over to ask for an autograph.

# data[].attributes.attachment_link.description
This is an example page. It's different from a blog post because it will stay in one place and will show up in your site navigation (in most themes). Most

# data[].attributes.attachment_link.title
A Day of Welcome - Norfolk Schools of Sanctuary

# data[].attributes.attachment_link.description
Suitable for all schools across Norfolk and beyond, our resources invite pupils to respond creatively to their learning with activities that often culminate in some kind of artistic or creative output. We provide plans for one-off lessons that can also be extended into a series of lessons, with more emphasis placed on the creative aspect of the work.

# data[].attributes.attachment_link.readable_text
Acorn Nursery share some of the books they like to use to explore sanctuary themes with very young children.

In particular they recommend:

My Name is not Refugee by Kate Milner

There's a boy just like me by Frasier Cox and Alison Brown

Where will I live by Rosemary McCarney

More widely these books fit within a wide and varied selection of books they use to ensure students have a broad understanding of different cultures, religions and traditions.

# data[].attributes.attachment_link.title
Sanctuary Books for the Early Years - Schools of Sanctuary

# data[].attributes.attachment_link.description
Acorn Nursery share some of the books they like to use to explore sanctuary themes with very young children. In particular they recommend: My Name is not Refugee by Kate Milner There's a boy just like me by Frasier Cox and Alison Brown Where will I live by Rosemary McCarney More widely these books fit [...]

# data[].attributes.attachment_link.description
https://youtu.be/nwI_zrvx8wA Empowering Student Voice and Leadership - 31st January 2023 Joined by the Oxfam Campaigns team, in this webinar we look at how schools can support participatory activities to empower student voice and leadership, drawing on some examples from schools across the UK. See the resources mentioned here.

# data[].attributes.headline
Social-Emotional Learning Intervention - LESSON PLAN BANK - suitable for ages 6-11 (International Rescue Committee)

# data[].attributes.subject
Social-Emotional Learning Intervention - LESSON PLAN BANK - suitable for ages 6-11 (International Rescue Committee)

# data[].attributes.headline
Social-Emotional Learning Intervention - GAMES BANK - International Rescue Committee

# data[].attributes.subject
Social-Emotional Learning Intervention - GAMES BANK - International Rescue Committee

# data[].attributes.headline
Supporting Ukrainian Children in Schools - International Rescue Committee

# data[].attributes.subject
Supporting Ukrainian Children in Schools - International Rescue Committee

# data[].attributes.headline
Supporting Afghan Students in Schools - International Rescue Committee

# data[].attributes.subject
Supporting Afghan Students in Schools - International Rescue Committee

# data[].attributes.headline
Welsh Sanctuary and Migration Learning Resources

# data[].attributes.subject
Welsh Sanctuary and Migration Learning Resources

# data[].attributes.attachment_link.readable_text
On this page we have collated resources specific to Wales and/or available in Welsh language.

Welsh Schools of Sanctuary Resource Pack

Now available to download!

Lesson Plans and Classroom Activities

The Holocaust and Wales: Kindertransport- In this collection of resources, we explore some of the stories of child refugees who came on Kindertransport to Wales. These resources are suitable for teaching Key Stage 3 learners.

The Holocaust and Wales: Jewish Artists in Wales - In this collection of resources, students can learn about Jewish artists Josef Herman and Heinz Koppel, who fled Nazi persecution to live and work in Wales. Through art, drama and movement, students can learn about the artists and create their own artistic works. These resources are suitable for teaching Key Stage 4 learners.

The Holocaust and Wales: Kristallnacht - In this collection of resources, we explore former Welsh resident, Julius Weil's recollections of Kristallnacht. These resources are suitable for teaching Key Stage 4 learners.

Stand with Refugees - Use these cross-curricular teaching ideas to support Key Stage 2 and 3 learners to strengthen their enquiry skills, think critically about why some people are forced to flee, and develop empathy for others. We all want to live in a place of safety with our loved ones. A place we can call home. But conflict, disaster and poverty has made home a distant memory for millions of people. Resource created by Oxfam, Welsh translation funded by Welsh Government.

Stories of Sanctuary in Wales - A classroom resource exploring asylum and refuge in Wales which aims to develop learners' understanding of and empathy with those seeking sanctuary. Suitable for Key Stages 3 and 4, it includes a PowerPoint quiz , a refugee role play and five case studies about asylum and refugees in Wales, each with suggested learning activities that can be used on their own or in combination plus links to additional resources.

Understanding sanctuary, refugees, conflict, and Russia's war in Ukraine - A four unit set of resources and teachers' guides developed by Aberystwyth University. These resources focus on sanctuary in Wales, Russia's war in Ukraine, war and conflict, and refugees and asylum seekers with the aim of providing educators with the tools to discuss sensitive and contemporary issues with a range of age groups. The learning activities can be used to stimulate discussion and raise awareness of issues such as conflict, peace, migration, and borders amongst pupils to help them become ethical, informed citizens of Wales and the world.

Videos

DAD: Into Film - Cai, a young boy living on a Welsh coastal resort takes solace on the beach to avoid tension at home, where his father who has recently returned from war is struggling to readjust. Out wandering one day Cai comes across a lonely boy not much older than him, who has been living on the beach. Unsure how to help the refugee boy, whose name is Amir, Cai gets his father involved. Despite not having a common language, Cai's father and Amir discover that they are both
having trouble dealing with the trauma of their wartime experiences.

Refugee Voices Wales: film on the experiences of refugees who have made their home in Wales - A film by Dr Gwennan Higham, made with refugees who have recently been given the right to stay in Britain by the Home Office. They discuss their experiences of making their home in Wales, living here during the pandemic, the links they have with local people, and their perceptions of Wales, identity and the Welsh language. This film is aimed at Key Stage 3 and Key Stage 4 learners.

Uncle Ahmad's Canaries Short Film - Created at The Welfare Ystradgynlais with Syrian families living in the area, Uncle Ahmad's Canaries is based on their stories of moving to Wales and making their home in the Valleys. The families were also involved in creating the animation which is a poignant story of hope and survival.

Cynefin - In 2018, The Welfare Ystradgynlais' community arts team worked with Ysgol Maesydderwen, Ysgol Dyffryn Y Glowyr and Syrian families who have settled in Ystradgynlais to tell stories of refugees past and present. Cynefin is a short film made by the schools about Polish artist Josef Herman's arrival in the Welsh valleys and voiced by Hollywood star Michael Sheen. The talented pupils came up with the idea, wrote the script and created the characters and backdrops, they tried out stop-motion animation and also created the films score with BAFTA Award Winning Composer Tic Ashfield.

Other

Refugee Wales: The Afterlife of Violence (Museum Wales)- A collections of testimonies from Welsh refugee residents.

# data[].attributes.attachment_link.title
Welsh Sanctuary and Migration Learning Resources - Schools of Sanctuary

# data[].attributes.attachment_link.description
On this page we have collated resources specific to Wales and/or available in Welsh language. Welsh Schools of Sanctuary Resource Pack Now available to download! Lesson Plans and Classroom Activities The Holocaust and Wales: Kindertransport- In this collection of resources, we explore some of the stories of child refugees who came on Kindertransport to [...]

# data[].attributes.headline
 Welsh language Schools of Sanctuary Resource Pack

# data[].attributes.subject
 Welsh language Schools of Sanctuary Resource Pack

# data[].attributes.attachment_link.description
You can download the latest version of the pack or order a printed copy using the buttons below. Download the pack Order a printed copy OUT NOW! Download the Welsh language Schools of Sanctuary Resource Pack below. Download the pack Please note that due to funding limitations we are unable to send printed copies of [...]

# data[].attributes.headline
The Exchange - local counselling service

# data[].attributes.subject
The Exchange - local counselling service

# data[].attributes.attachment_link.readable_text
At The Exchange we are dedicated to the psychological wellbeing of children, young people and families... We love to see them thrive.

Our experienced team have supported many children, young people and families to find what they need to be happy and resilient. Our work with schools has allowed us to develop our framework over 18 years.

To make a referral for counselling, just click on the " Refer Now " button.

If you need more information you can send the team a message on the 'Contact Us' page and it will be dealt with as priority

Thank you for visiting; stay a while.

The team at

Training, Group Work and Workshops

Wellbeing Consultancy and Guidance For Schools and Colleges

# data[].attributes.attachment_link.title
Exchange Counselling | Mental Health Service Provider

# data[].attributes.attachment_link.description
The Exchange is a specialist counselling organisation with over 18 years' experience in schools. We help to build psychological resilience and support children, young people and their families.

# data[].attributes.headline
Book extract: Escape to Gwrych Castle – A Jewish Refugee Story

# data[].attributes.subject
Book extract: Escape to Gwrych Castle – A Jewish Refugee Story

# data[].attributes.attachment_link.readable_text
We are pleased to publish an extract from a new book by Andrew Hesketh which tells the story of German Jewish refugee children who found sanctuary in a castle in north Wales, now better known as the location for 'I'm a Celebrity, Get Me Out of Here! Andrew Hesketh PROLOGUE 'Are you from the castle?'
Even window-shopping could be dangerous for a Jew in Nazi Germany. In October 1939, fifteen-year-old Henry Glanz of Kiel, along with three of his friends, was indulging himself in this harmless activity.

He had stopped in front of a confectionery shop and although neither he nor his friends had any money to spend, they eagerly eyed the goods within.
Dread
After a short while, one of them noticed a policeman walking in their direction. Henry alerted his friends and a sense of dread rapidly spread through the group. They turned away, scattered and ran.

After a short distance, Henry glanced over his shoulder, and was relieved to see that the officer was not pursuing him but one of his friends. Moments later he looked again and was horrified to see that his friend had been caught. For a moment, Henry was torn between continuing his escape or returning to assist his friend.

He slowed his pace as he grappled with the decision before finally halting. If he turned back, he knew full well that this could result in serious, if unpredictable, consequences; most certainly an interrogation, maybe a night in a cell, possibly a beating... or something far worse. Henry chose to turn back.
Captive
Henry thought carefully about the words to use, and as the officer turned his head towards him, without loosening his grip on his captive's collar, he asked, 'What have we done wrong?'

'Why did you run?' demanded the officer.

Henry replied simply, and with a shrug, 'In Germany, if a police officer approaches Jewish children, that means trouble.'
Terrified
Henry glanced at his terrified friend, who was still desperately attempting to explain himself in a language that the police officer could not comprehend. He offered to translate for his friend as best he could. The officer seemed to spend a moment attempting to make sense of the situation, before asking, 'Are you from the castle?'

'Castle? Schloss. Yes,' Henry replied, noticing that the policeman seemed visibly distressed. He thought that he saw tears forming in the officer's eyes.
Germany
The officer released his grip on the terrified child, stood back and raised both of his hands to indicate that he meant no harm. Pointing at the boy he had just released, but looking at Henry, he said, 'Tell him he's not in Germany. Here, a policeman is your friend!'

Henry dutifully translated, and for a few seconds the two boys and the policeman stood in silence, glancing awkwardly at each other. Assuming - hoping - that the man in the uniform meant what he said, Henry and his friend then scuttled off.
Rumours
Policeman Sam Williams, who had been 'on the beat' around Abergele, was shaken by the event. Although few had seen them, rumours were rife of German refugees who had arrived at Gwrych Castle over the previous few weeks. But the look he had seen in the eyes of the boy that he had caught spoke of absolute fear. Why? Who were they, anyway?

Escape to Gwrych Castle: A Jewish Refugee Story by Andrew Hesketh is published by Calon. It is available from all good bookshops.

Support our Nation today

For the price of a cup of coffee a month you can help us create an independent, not-for-profit, national news service for the people of Wales, by the people of Wales.

# data[].attributes.attachment_link.title
Book extract: Escape to Gwrych Castle - A Jewish Refugee Story

# data[].attributes.attachment_link.description
We are pleased to publish an extract from a new book by Andrew Hesketh which tells the story of German Jewish refugee children who found sanctuary in a castle in north Wales, now better known as the location for 'I'm a Celebrity, Get Me Out of Here!

# data[].attributes.attachment_link.readable_text
At Refugee Education UK (REUK), we're all about enabling young refugees to build positive futures by thriving in education. As education experts in the refugee sector and refugee experts in the education sector, we're well-placed to increase training participants' knowledge and confidence.

​

We run training on all stages of young refugees' and asylum seekers' educational journeys - from access to education to thriving and progressing in education.

Our trainers bring significant experience and expertise from the education and refugee sectors in the UK and overseas, and all our sessions include the perspectives of those with lived experience of forced migration.

​

Our training is ideal for anyone who wants to better understand and support young refugees' and asylum seekers' education and wellbeing, including staff from local authorities, schools, colleges, universities, NGOs, faith groups and community organisations.

"This was one of the best courses I have attended online with very engaging content and lots of time to reflect and discuss. It has really improved my knowledge and confidence in this area. I particularly liked the variety of attendees and the fact that time was given to chat about what each of us did through the course, so it was also good networking."

"REUK's Access to HE training provided us with an invaluable insight into how to support refugees and asylum seekers in HE. From learning the basic terminology to challenging our thoughts on what we plan to put in place, the course was of real value. We are now in a much better position to support refugees and asylum seekers accessing HE at Solent University.

"Solent University is currently working towards becoming a University of Sanctuary. To support us in our ambition, we wanted to ensure our key staff had the knowledge required to create a welcome culture.

"The course was excellent value for money and still took the form of an interactive and participatory workshop, even being run virtually."

This training is aimed at teachers and other school staff (both primary and secondary). However it is also appropriate for individuals hosting refugees or anyone who wants to get some practical tools for supporting young refugees to flourish in education in the UK.

In this training we will:

Outline the previous educational and displacement experiences* of children and young people seeking safety in the UK;

Explain the educational implications for newly-arrived students with a focus on barriers to progress and achievement;

Outline practical strategies that you and your school can adopt to overcome these challenges;

Share details of free REUK and partner resources that can help you engage with refugee learners and develop your policies and practices.

*Although each webinar has a particular country focus (enabling the participants to understand the educational and displacement contexts of particular refugees), the majority of the content (such as practical interventions) is directly applicable to young refugees from all backgrounds.

Online webinar

​

1 hour 15 minutes (including 15 minutes for questions and information sharing)

Anyone who wants to grow in knowledge and confidence to support young refugees and asylum seekers to access higher (ie tertiary/university level) education.

Participants typically include a mix of university staff, voluntary sector workers and local authority staff.

Immigration statuses and terminology: This training will enable you to understand and confidently use asylum and refugee terminology and get to grips with different immigration statuses.

Refugees, asylum seekers and education: Drawing on young people's stories and experiences, research and our team's experience, this module will give you a strong understanding of young refugees' and asylum seekers' aspirations for and barriers to higher education.

Eligibility for higher education: You'll come away knowing who's entitled to what when it comes to student finance and home fees.

Practical solutions and opportunities: This training will upskill you in the educational, financial and psychosocial support options for young asylum seekers and refugees as they seek to access higher education, giving you time and support to apply this knowledge to your role and context and learn from other participants.

Watch this short video to find out more about this training

An online, interactive training experience for a maximum of 20 participants.

4.5 hours (including breaks).

*As an organisation, REUK typically works with young people between 15 and 25. We focus on this group in our training, however the majority of content is relevant for asylum seekers and refugees of any age.

​

**We endeavour to keep our training prices as reasonable as possible for participants, while also aiming to cover our costs and generate the income we need to run our vital services for young refugees. If these costs are prohibitive, please get in touch. We'd love to find a way to make it work together.

Immigration statuses and terminology: This training will enable you to understand and confidently use asylum and refugee terminology and get to grips with different immigration statuses.

Eligibility to study and funding entitlements: This training will enable you to establish whether a young person has the right to study at FE and which courses they are entitled to funding for based on their age, immigration status and where they receive financial support.

An introduction to further education: This training will help you understand the differences between FE providers, courses and qualifications. You will come away feeling more confident to support young people plan their pathway through FE.

College enrollment: You'll learn how to enrol a young person at college including which documentation is required to evidence eligibility and where to look for alternative sources of funding.

Watch this short video to find out more about this training.

Anyone who wants to grow in knowledge and confidence to support young refugees and asylum seekers to access further (post-16/college) education..

Participants typically include a mix of voluntary sector workers and local authority staff including personal advisors and social workers.

​

Please note that this session is not suitable for people working in the further education (FE) sector. If you work in the FE sector, please see the details below in the 'Welcoming refugees at further education (FE) colleges'.

An online, interactive training experience for a maximum of 20 participants.

4 hours (including breaks).

​

Prior to the training, participants are required to complete an online module. This takes about 1 hour and can be done any time before the session.

"REUK's Access to Further Education training course perfectly suited our organisation's learning needs. The training was excellent and designed with a perfect mixture of providing in depth and accurate information and resources as well as interactive activities to test knowledge and reinforce learning. The session was delivered over Zoom but was very visual and engaging. The trainers had a very high level of knowledge and were able to ask all the questions raised. They also provide some excellent resources that we can utilise in casework support to children and young people in future. I would thoroughly recommend this training course to anyone working with young refugees and asylum seekers who wants to better understand the FE system, the rights and entitlements of young refugees and asylum seekers and how to better advocate for them within this system."

Kalyani McCarthy, National Project Manager (Surviving to Thriving) at The British Red Cross

"As a virtual school, we've attended this training twice already and would definitely consider it again for new members of the team or as a refresher. REUK trainers are extremely knowledgeable and responded to any queries we threw at them throughout the training in a very thorough manner. They managed to relay complex but incredibly important and relevant information for the education of our young people in a way that is digestible and easy to remember. We strongly recommend REUK training. Not only will it equip you with invaluable knowledge when directly supporting young people to access education and understand their pathway options but it will also give you extra tools when communicating the needs of young people to schools and colleges."

Gina Antchandie, UASC Project Manager at Croydon Virtual School

This training is developed and delivered in partnership with Colleges of Sanctuary to support colleges working towards a College of Sanctuary award although it is relevant for any member of staff working at an FE college in the UK.

​

The training is delivered in three stand-alone modules which have a slightly different target audience.

​

Module One: this is an introductory module which is suitable for all staff members and is particularly aimed at those with no prior knowledge of these issues. We would encourage colleges to send staff working on reception/front desk staff, in the canteen or on security.

​

Module Two: this module is aimed at any staff members involved in enrolling students and is particularly suitable for admissions and MIT staff

​

Module Three: this module is aimed at academic staff and those who set curriculum and timetables.

Module 1: Overview and introduction

In this module participants will:

learn the difference between a range of immigration status;

identify the difficulties and barriers faced by young refugees and asylum seekers accessing and progressing through education;

Gain an understanding of the value of creating a culture of welcome and inclusion and examples of good practice

Module 2: Planning for positive Enrolment

In this module participants will:

Understand the implication of immigration status on access to education and entitlements to funding

Recognise the documentation sufficient for asylum seekers to successfully enrol

Consider the application of low-income status and alternative sources of funding

Plan how to create a positive enrolment experience in each context

Module 3: Planning for academic success

In this module participants will:

Consider best practice around obtaining previous qualifications

Identify the most effective methods of using student assessment to establish correct level of study

Review different approaches to integrating English language support into vocational qualifications

An online, interactive training experience for a maximum of 20 participants.

​

Each module is 2.5 hours (including breaks).

Places on these training modules are purchased as credits with a sliding cost so the more credits a college purchases the cheaper each individual place will be.

​

Whilst it is perfectly possible to book on a session as an individual we would encourage colleges to allocate a lead booker who can purchase a number of credits and then allocate individual staff members to the appropriate training course

On request, and subject to availability, we can run this training in house for individual institutions (either online or in person). Please enquire for availability and cost.

In addition to these training sessions, we can pull together bespoke opportunities for other organisations and institutions. The table below outlines modules that can be mixed and matched to suit participants' needs.

​

Please contact training@reuk.org to discuss your particular needs and how we could support you to address them.

This module will enable you to understand and confidently use asylum and refugee terminology and get to grips with different immigration statuses.

​This module will enable you to understand how immigration status and experiences of displacement can impact young asylum seekers' and refugees' access to and thriving within education. It will equip you to understand the impact of trauma on learning and introduce practical strategies for supporting young refugees and asylum seekers to thrive emotionally and academically in education contexts.

Drawing on young people's stories and experiences, research and our team's experience, this module will give you a strong understanding of young refugees' and asylum seekers' aspirations for and barriers to education.

Depending on preferences, this module can cover, for example:

Eligibility for education and funding at different levels (including HE and FE)

Support options available

Enabling factors

Practical support at different stages of educational journeys, such as application and enrolment

From April 2023, we will also offer the following bespoke training modules focussed on supporting the mental health and wellbeing needs of young refugees and asylum seekers

Drawing on our young people's stories and experiences, research and our team's experience, this module will give you a strong understanding of how challenging experiences impact the learning brain and build understanding of how to support the wellbeing needs of young asylum seekers and refugees in school and classrooms.

This module is designed to give you a better understanding of how to support the mental health and wellbeing needs of young refugees and asylum seekers.

This module will build your understanding of distress, including how to safeguard against distress. We will look at practical ways to support a young person experiencing distress as well as ways to care for your own wellbeing.

Register your interest for the REUK and University of Nottingham teacher education programme: Supporting refugee children in the classroom.

# data[].attributes.attachment_link.title
Training | Refugee Education UK | Practitioner Training

# data[].attributes.attachment_link.description
This page includes details of the practitioner training REUK provides on the subject of Refugee Education.

# data[].attributes.headline
Welcoming Refugee Children - The Bell Foundation

# data[].attributes.subject
Welcoming Refugee Children - The Bell Foundation

# data[].attributes.attachment_link.readable_text
This is the third and final blog post in a series of three that summarises a panel webinar hosted by The Bell Foundation on the topic of Welcoming Refugee Children.

This is the third and final blog post in a series of three that summarises a panel webinar hosted by The Bell Foundation on the topic of Welcoming Refugee Children. The panellists were three experts in refugee education who gave practical advice and guidance to schools to help ensure a smooth induction period for newly arrived pupils from Hong Kong, Afghanistan and Ukraine. If you have not read the first two blogposts in the series, you might want to start by reading the first post and the second post before you read this one.

This blog post focuses on the third presentation, led by Megan Greenwood, Schools of Sanctuary Support Coordinator at City of Sanctuary UK, a small UK-wide, non-profit organisation, which works within a broader national movement to help communities become welcoming and safe places for those seeking refuge from violence and persecution.

Megan began by explaining what Schools of Sanctuary are and how they fit into the vision of City of Sanctuary UK. Then she described the Schools of Sanctuary model and process for schools who would like to be recognised as a School of Sanctuary. Finally, Megan focused on why it is important to learn about migration as an aspect of school practice to promote a welcoming environment.

The vision

Megan emphasised that City of Sanctuary UK's vision is that all places should be places of welcome, belonging and safety for people seeking sanctuary in the UK. She explained that City of Sanctuary UK enacts its vision in two ways:

1. By acting as an umbrella organisation for over 120 local groups across the UK made up of people who have come together to raise awareness of forced displacement and the experiences of people seeking sanctuary in their local communities and providing them with support and coordination.

2. By bringing together organisations and institutions within a shared field of practice or interest into Streams of Sanctuary and helping them to embed policies and practices of welcome within their setting. She added that in addition to Schools of Sanctuary, such organisations may include Further Education colleges, universities, gardens, museums, libraries, healthcare settings, and local authorities.

Schools of Sanctuary

There is a growing network of over 330 Schools of Sanctuary including schools, nurseries, and sixth form colleges across the UK. These education settings are committed to a shared vision of welcome and belonging for people seeking sanctuary and educating everyone within their school communities about forced displacement.

Megan explained that in order to become a School of Sanctuary, an education setting must evidence having gone through three distinct processes: learning, embedding and sharing, as well as meeting eight minimum criteria which are integrated within these three processes. For example:

1. Within the learn process, the expectation is that everyone within the school community should learn about forced displacement and the experiences of people seeking sanctuary, and that all school staff should learn about some of the challenges that pupils seeking sanctuary might experience, and how to overcome these.

2. The embed process is about implementing policies and practices to ensure that the school is a place of welcome and inclusion which respects everyone within the school community, and that it can effectively meet the needs of refugee and asylum-seeking pupils.

3. The share aspect is about making sure that what the school has learnt about forced displacement and the vision of welcome is extended outside the school setting, for example, by ensuring that parents and carers are aware of what it means to be a School of Sanctuary and about some of the things that the school has learnt about forced displacement. It may also mean reaching out to local refugee organisations to show solidarity and support, or to reach out to local MPs and councillors and talk to them about what the school has learnt and why they think they should be more supportive of refugees and asylum seekers.

Megan stressed that these three processes are above all an effective and holistic vehicle for schools to adopt in order to develop and improve school practice in meeting the needs of refugee and asylum-seeking pupils. She added that the School of Sanctuary Award helps recognise and celebrate schools which are already modelling good practice in being places of welcome and belonging for these pupils in areas that are overlooked or underappreciated in other forms of national assessment and evaluation.

Learning about forced displacement

In the next part of her presentation, Megan zoomed in on the learn aspect, particularly on why learning about migration is an important feature in ensuring that a school is a place of welcome. She reminded participants of the prevalence of a negative and inaccurate rhetoric about migration and people seeking sanctuary in the public, from politicians and in the media, and stressed that schools can combat misinformation and ignorance, and reduce bullying and hate crime in educational settings by proactively engaging pupils in learning about the facts and the reality behind the headlines. Also, by supporting learners to understand the experiences of pupils seeking sanctuary both during their migration and on arrival in UK schools can build compassion for the newest members of their communities.

When it comes to learning about forced displacement, Megan recommended starting from the beginning. This means exploring the why, who, where and how of forced displacement:

Why people are forcibly displaced.

Who is being forcibly displaced.

Where people are being moved from and to.

How they are treated in their new settlement context.

Megan also emphasised the importance of focusing on the diversity of experiences of the people seeking sanctuary and on ensuring that pupils can connect with people who are forcefully displaced in a more holistic way, for example, by finding out about their dreams for the future, the relationships with their families, their hobbies, etc., as when looking at refugees and asylum seekers, it can often be quite othering. By exploring these dimensions, pupils can better connect with them and feel more compassionate towards people seeking sanctuary.

In addition, Megan recommended looking at migration more broadly by situating it within the global context, establishing where people are moving from and to, the historical context and the reasons why migration happens, so as to mitigate sensationalised reports in the media. She stressed that it is important that pupils know that migration and forced displacement are not new phenomena, but rather, a long part of human history. Successful approaches used by schools to introduce migration more broadly include:

Presenting pupils' personal stories of migration. These stories can be about the pupils themselves (for instance, coming to the UK from Syria), or about members of their families moving to or from the UK (for example, their grandparents coming to the UK from Ireland, an uncle moving to Australia, or a sibling living in France on a temporary basis while studying at university). By exploring different migration stories, pupils can become aware that migration is not something that just happens to other people, but a phenomenon that we are all intimately connected with, thus avoiding the kind of othering aspect of learning about forced displacement and migration themes.

Exploring local migration histories. To illustrate this approach, Megan gave the example of schools in Norfolk looking at The Strangers (refugees who arrived in that part of the county in the 16th century fleeing religious persecution). By studying local migration histories, pupils can better understand that people seeking sanctuary have long been part of their communities and are very much who we are now.

Turning learning into action

Finally, Megan highlighted that once pupils have learnt about migration and forced displacement, it is key that they are given the space to turn their learning into action. Megan gave the example of schools that got actively involved with campaigns after finding out that asylum-seekers are not able to work while waiting for a decision on their claim. For instance, pupils contacted their MP to say why they thought this was unfair and raised awareness of this issue among their families and in the community. These types of activities challenge the difficult circumstances that asylum-seekers and refugees experience, encourage young learners' critical thinking, and contribute to their development as active citizens working for a better future. Also, because schools are at the heart of communities, these activities can have a powerful reach and can raise awareness within the wider area across families.

Further reading and resources

If you would like to find out more about Schools of Sanctuary, visit their website. Check out their case studies, and termly newsletter.

Schools of Sanctuary have produced a new Resource Pack for Schools, which you can download for free.

If you have any questions, email megan@uk.cityofsanctuary.org.

# data[].attributes.attachment_link.title
Blog: Welcoming Refugee Children: Advice and Guidance for Schools 3 - The Bell Foundation

# data[].attributes.attachment_link.description
This is the third and final blog post in a series of three that summarises a panel webinar hosted by The Bell Foundation on the topic of Welcoming Refugee Children. The panellists were three experts in refugee education who gave practical advice and guidance to schools to help ensure a smooth induction period for newly ...

# data[].attributes.headline
Refugee Council - Training for Professionals

# data[].attributes.subject
Refugee Council - Training for Professionals

# data[].attributes.attachment_link.readable_text
Our new strategy focuses on significantly improving access to quality support for refugees and people seeking asylum. For training, this means we are moving to delivering collaborative and integrated training that enables long-term practice change. As a result, we will no longer be offering stand-alone training sessions.

Thank you for valuing the insights of our front-line staff, we wish you well in your work to support people seeking asylum and refugees.

If you'd like to read Refugee Council's strategic plan, you can access it here [PDF].

# data[].attributes.attachment_link.description
In line with our new strategy, we'll no longer be offering stand-alone training externally, instead pursuing a partner-based approach.

# data[].attributes.attachment_link.description
This hub is a space of welcome for refugees, people in the asylum system and the wider community. It offers free courses covering a range of subjects.

# data[].attributes.headline
Fusion Film - Exploring Swansea as a City of Sanctuary 

# data[].attributes.subject
Fusion Film - Exploring Swansea as a City of Sanctuary 

# data[].attributes.body
Fusion Films Presents - Sanctuary - A film exploring Swansea as a City of Sanctuary.
This documentary seeks to shed light on what it means to seek asylum and settle in Swansea, featuring the perspectives of those who find themselves 'dispersed' to Swansea and the host community who have sought to welcome them.