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ABSTRACT
Child-Friendly Spaces (CFSs) is the main internationally recognised humanitarian aid initiative for children, and it is typically the only place where safe play opportunities can be accessed in refugee camps. However, play in a CFS is commonly delivered as structured, adult-led activities, and is less concerned with free choice. This article is based on a qualitative observational study carried out in a Greek refugee camp in the summer of 2019, analysing how a CFS meets children's play needs. Key research findings showed that due to lack of understanding of and training in play, adults often restricted children's play; moreover, play was strongly linked to the challenges faced by all refugees at the camp. The article outlines the need for international policy and play standards in humanitarian emergencies, along with the necessity for more research, collaboration and funding, to benefit the development of play in the complicated context of refugee camps.

What image comes to mind when you think of a refugee child?

TV adverts from large humanitarian aid NGOs usually depict refugee children migrating, crying, malnourished, possibly dirty or in damaged clothing. These adverts are designed to trigger intense emotional responses and encourage people to turn from passive bystanders into active life-changers by donating what they can afford, with the promise of improving those children's lives. Such imagery can have a considerable impact on the public's perception of refugee children and the assumptions they make about them. Undeniably refugee children's struggles are real. But I would argue that the image that is conjured up when thinking about child refugees should not simply be defined by sorrow, trauma, war experiences, famine, and perilous journeys across seas and deserts. They are first and foremost children, which means they have a lust to play, possess an incredible ability to adapt to new conditions, and the capacity to find beauty and playfulness in everyday life, regardless of what that might look like from the outside. Secondly, they have a voice, and will not hold back from expressing it, particularly when shaped by discontent with their situation or environment - and if this happens to be a refugee camp, there will certainly be some discontent. But ... is anyone listening?

In the summer of 2019, I undertook a research project in a Greek refugee camp, examining how a Child-Friendly Space meets children's play needs and how the context of a refugee camp impacts play. Child Friendly Spaces (CFSs) is the main internationally recognised humanitarian aid initiative for children and, commonly, the only places children can access safe play opportunities in refugee camps (Save the Children, ). However, play in a CFS is typically more focused on structured, adult-led activities and psychosocial support, and less concerned with free, child-directed play (World Vision, ). Despite the wide global spread of the initiative, research is lacking on the effectiveness of CFSs, particularly around children's play provision (Ager, Metzler, Vojta, & Savage, ); and this primarily motivated my study.

For a wide variety of reasons, it is difficult to put into words almost one month of working with children in such an environment, particularly as a qualified playworker and a strong advocate for children's right and freedom to play.

First worth noting is how I realised that my personal feelings about what I noticed around me, no matter how strong, needed to be put to one side and replaced with a big smile, followed by the commitment to providing a sense of normality placed at the forefront of my daily interactions with the children. In some ways, being positive was not entirely a mammoth task, especially when seeing sparkling eyes and happy faces in children who just wanted to play. They did so, both as part of the organised CFS sessions I helped deliver and outside of those, wherever the camp allowed for play through its politics, topography and daily disposition. I also saw anxiety, lack of emotion regulation and aggressivity - children throwing real hard painful punches and kicks at each other, with an intensity which was both disturbing and captivating at the same time. The atmosphere between some of the children felt as volatile as the conflicts they were fleeing from. I spent hours separating children's fights, which occasionally descended into lashing out at staff. In those intense moments, children's tendency was to destroy everything they encountered; it all seemed too difficult to handle for those who could not find their own personal refuge in an impersonal refugee camp.

Disorder and destruction were not tolerated during the CFS sessions and one can think of many reasons why. But what if we had allowed those children the freedom to destroy things and created a space that supported such actions? Permission in this area was something I thought might in fact help some children cope with and release some of their feelings. During my time at the camp, I often thought of sneaking into the play space, outside of programming hours, and attaching a punching bag to a tree branch, so that the little ones could reach it. Or bringing in giant Jenga blocks to be stacked up and then kicked in, for them to experience whatever might be triggered by the toppling blocks, perhaps in an attempt to assure them that everything else can topple in a moment - not just their lives. But sadly, my days there were numbered and my authority to make such decisions, highly limited. I also concluded that the theoretical basis of this approach needed to be strengthened before applying it in practice.

Most refugee children are assumed to be vulnerable, traumatised in some way, and therefore, in need of psychosocial and other therapy-based interventions (Atkinson, ; Williams & Drury, ). Although that may be true for some (Hyder, ), there are dangers in drawing synonymous links between the two. Research carried out in refugee camps is increasingly uncovering that, despite having either witnessed or been themselves subjected to violence, child refugees are in fact highly resilient, eager to integrate and to take back control of their lives (Atkinson, ; Veronese, Castiglioni, Tombolani, & Said, ). The latter is mostly what I saw and experienced as well. Therefore, instead of automatically thinking of refugee children as traumatised and in need of psychological support, what if we considered many might just be angry human beings, with little control over their lives, who want to be heard, challenge the status quo and need an outlet to do so?

During my time at the camp, I noted the absence of a holistic understanding of play and its many shapes and forms, which was mainly stemming from a lack of training. One play concept in particular that I would have liked to see better understood. Henricks () discusses play as rebellion, as disorderly, defying rules and social niceties; 'Disorderly players rage against the world. They take liberties; they go to extremes. They challenge the best-laid plans of everyone, including, sometimes, their own' (p. 35). This is not without reason, and Henricks identifies both individual and social functions for why play would look and feel this way. There is no better way of describing the essence of the play I observed at the camp. And of course, it makes sense, when thinking about it - why wouldn't children 'rage against the world' in such circumstances? But, a more important question arises - why shouldn't we allow children to feel this way, angry and destructive? After spending time with children in that context, I truly believe creating a space in which children can safely express those feelings should be part and parcel of a refugee camp's play provision.

One of the most difficult aspects of being at the camp and working as part of the CFS team was the nature of a CFS space itself. The focus was on maintaining clear routines, which indeed worked well for some children. However, many craved novelty and change and following a strict schedule often led to frustration and the conflict that staff were desperately trying to avoid on a regular basis. During the sessions, it became obvious that many children were just bored and some of their aggressive behaviour stemmed from that apathy. After all, 11 research studies revealed that when left unstimulated, humans would rather experience pain than boredom and are ready to self-inflict it (Wilson et al., ).

And then, there was the wider context of the refugee camp. Perhaps an extract from my final observation at the camp can summarise the most harrowing aspect of children living and growing up in a refugee camp (all names have been changed, to maintain children's anonymity):

On one of the swings in the only camp playground [right next to the volunteer toilets], there was Jamal, a little boy about 4-5y, being pushed by his dad. Him and his brother Ahmed (7-8y) have been at the CFS every day this week. They are smiley, friendly, calm and more relaxed and responsive than the majority of other children. There is a spark in their eyes, that as painful as it is to admit it, other children do not possess. Jamal said hi and I said hi back, as I went to sit on the other swing, next to his. We started smiling at each other and hiding behind swing bars and emerging as we were swinging, unsynchronised. [...] Ahmed was also there, talking to the other volunteer. We smiled at each other and waved. I mentioned to the volunteer my perception of the brothers and how different they seem from the rest. She nodded in agreement and said they had only arrived at the camp last week. I had no clue, as I don't know if children I haven't seen before are new to the space or not, since for many, CFS attendance patterns are irregular. The volunteer carried on saying she has seen many children arriving and being just as calm and relaxed, but then turning extremely aggressive in a very short amount of time. She corrected me after I initially said months - ' Weeks! It's this place, the environment; and if they have younger siblings they learn they have to protect them; they start fighting ... then the little ones copy them '. She talked about Wajiha and Miriah, sisters and constant CFS presence, and how when they arrived they were just the same as the brothers and now they're not just more aggressive, but they'll start fights as well. It broke my heart in little pieces, like the hard gravel we were walking on, which covers the whole camp ground and now my soul. I suddenly succumb to a general sense of uselessness.

Another lingering thought was that some of the toddlers had been born at the camp; it was the only home they had ever known and in which they may find themselves for years to come, meaning they may be spending most, if not all of their childhood in the hostile environment of a refugee camp. If play, which is a biological and social need, a right and one of the most beneficial processes for a child's overall health (Lester & Russell, ) is not catered for appropriately, many refugee children will grow up experiencing play deprivation, with whole generations impacted by its negative effects (Hyder, ). However, without relevant knowledge of and guidance around play and evaluation of play provision in refugee camps, the chances are that provision will remain inappropriate. An overwhelming need exists in refugee camps for child workforce training and bridging the gap between knowledge and practice when it comes to children's play.

My study found it is extremely difficult to separate children's play from the wider refugee camp context; access to play becomes dependent on local political decisions around how aid money is distributed, as well as the camp residents' levels of stress resulting from their lack of mobility, autonomy and access to basic resources and recreational services. Everything was connected and everything was chaotic, and children's play was, at times, only a reflection of that.

At this point in time, it feels unrealistic to expect refugee camps can change the way they operate and magically become more child-friendly environments. But what can be proposed is that appropriate play provision is put in place to meet ALL children's different needs. It goes without saying that this should be reflective of children's voices, choices and desires. There is plenty of room for improvement in this department and of course, this can only come from more international collaboration and more research into understanding refugee children's play needs and how they can be supported by services, especially in different local and cultural contexts. Research must then inform the development of play policy, to include minimum international standards for play provision in refugee camps, which accounts for specific contextual factors and challenges.

There is so much more about children's lives and play in a refugee camp that is worthy of discussion, but I will just settle on one last fundamental point: while the negative effects of forced displacement on children can spread across generations, play has the potential to counteract those (Feldman, ; Hyder, ). Therefore, I see it as crucial to call on more humanitarian aid funding to be made available for:

(a). basic resources and appropriate facilities for play

(b). enabling better quality of play in CFSs alongside developing different play-based initiatives

(c). more appropriate training for staff and volunteers working with children at play

(d). more cross-organisational work to create local support networks, all within the refugee camp context.

I also urge all those who are interested in children's wellbeing to become involved in researching and debating refugee children's play and how changes in CFS guidance and wider humanitarian aid policy can ensure that the right to free play is catered for in situations of crisis, when children need it the most. Is anyone listening?

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ana is a lecturer in Childhood Development and Playwork at Leeds Beckett University. Her background is in playwork, play service management and disability support and inclusion. She is passionate about researching and developing children's play in refugee camps. Ana also supports primary schools in North England to improve play through the OPAL programme and sits on the trustee board of International Play Association England.

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Play in a refugee camp: disorder from chaos

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ABSTRACT Child-Friendly Spaces (CFSs) is the main internationally recognised humanitarian aid initiative for children, and it is typically the only place where safe play opportunities can be accessed in refugee camps. However, play in a CFS is commonly delivered as structured, adult-led activities, and is less concerned with free choice.

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Queen Maud University College of Early Childhood Education, Thrond Nergaards vei 7, 7044, Trondheim, Norway

Marit Heldal

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Heldal, M. Perspectives on Children's Play in a Refugee Camp. Interchange 52, 433-445 (2021). https://doi.org/10.1007/s10780-021-09442-4
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Keywords

Refugee children

Play

Salutogenesis

Trustful relations

Meaningfulness

Experiences

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Published on Tuesday, 03 May 2022 12:00

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The Board of the Ministry of Education and Science reviewed and approved the self-certification report of the NQF's compliance with the EHEA Qualifications Framework criteria. This is an important step in the implementation of the Ukrainian NQF, as the referencing of qualification frameworks plays a key role in the development of the European Higher Education Area (EHEA) and is an effective tool for the interaction of education systems and labor market. Qualifications frameworks promote the development of higher education, educational programs, the recognition of qualifications, and the transparency and comparability of qualifications at the national and international levels.

The report was prepared by working group consisting of representatives of the Ministry of Education and Science, Ministry of Economy, National Agency for Quality Assurance in Higher Education, State Service of Education Quality, National Qualifications Agency, Information and Image Center, higher education institutions and other organizations, as well as experts from Germany and Latvia. The report was based on a study of the NQF's compliance with the EHEA Qualifications Framework criteria and verification procedures approved in 2005 by the Bologna Follow Up Group. The conclusion of the working group states that «there is significant similarity between the National Qualifications Framework (levels 5-8) and the Qualifications Framework of the European Higher Education Area».

The self-certification report was posted on the MESU website in Ukrainian and English, and can be found on the ENIC Ukraine website under the National Qualification Framework topic.

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Міністерство освіти і науки України - національна рамка кваліфікацій

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Національна рамка кваліфікацій -системний і структурований за компетентностями опис кваліфікаційних рівнів освіти. Кожен рівень - це завершений етап освіти, що характеризується рівнем складності освітньої програми, сукупністю компетентностей особистості, які визначені, як правило, стандартом освіти та відповідають певному рівню Національної рамки кваліфікацій.

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Information for Ukrainians in County Clare. by Clare County Council

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Information for Ukrainians in County Clare. by Clare County Council

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1. Home

2. Support for Ukrainians in Clare

Information for Ukrainians in County Clare

This is a page dedicated to providing information on various supports for Ukrainians in County Clare.

Clare County Council has established a Community Response Forum to coordinate the community-led response in the provision of assistance and support to Ukrainian nationals as they are accommodated in County Clare. The Forum, chaired by the Director of Rural Development Leonard Cleary, will bring together state, private, community and voluntary organisations acting at local level in response to this emergency. An Internal Response Team has also been set up by the Council to respond to the crisis locally.

Contact email address: communityresponseforum@clarecoco.ie

The Government has created a one-stop online portal at www.gov.ie/ukraine which outlines the various supports available to people arriving from the conflict in Ukraine. The portal is also available in Ukrainian and Russian.

This is just for feedback on our web site, not comments or questions about our services.
To tell us about anything else, go to our contact us pages.

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Information for Ukrainians in County Clare

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Preschool education is a holistic process aimed at:

ensuring all-round development of preschool children in accordance with their potentials, inclinations, talents, individual, mental and physical features, and cultural needs;

shaping preschool children's moral standards, gaining social experience by them.

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Ministry of Education and Science of Ukraine - Preschool Education

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Preschool education is a holistic process aimed at: ensuring all-round development of preschool children in accordance with their potentials, inclinations, talents, individual, mental and physical features, and cultural needs; shaping preschool children's moral standards, gaining social experience by them.

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Ministry of Education and Science of Ukraine - Головна

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This DCEDIY approved list contains all qualifications which have been approved by the Department of Children, Equality, Disability, Integration and Youth. It also sets out the appropriate level of DCEDIY approval.

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Recognition of an Early Years Qualification

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Under the Child Care Act 1991 (Early Years Services)(Amendment) Regulations 2021, all staff working directly with children in a pre-school service must hold at least a Level 5 major award in childcare on the National Framework of Qualifications (NFQ), or equivalent as deemed by DCEDIY.

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Ukraine National Qualification Framework- in Ukrainian & English

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Ukraine National Qualification Framework- in Ukrainian & English

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National Qualification Framwork of Ukraine in English & Ukrainian

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QQI supports for displaced Ukraine nationals

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QQI supports for displaced Ukraine nationals

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In response to the news that Ireland will welcome thousands of people displaced by the war in Ukraine, QQI has published a guide, in Ukrainian, to its online foreign qualifications recognition service (NARIC). This guide will help those arriving from Ukraine compare their qualifications to similar awards on the Irish National Framework of Qualifications, and may assist them in accessing education and employment opportunities here in Ireland.

QQI's free on-line NARIC service provides information on over 1400 foreign qualifications from more than 150 countries. It allows users to download a document comparing their academic qualification from abroad with similar qualifications in Ireland.

The NARIC database currently lists 17 Ukrainian qualifications that are comparable to Irish awards from Levels 3-10 of the National Framework of Qualifications, including school-based qualifications, professional and higher education qualifications. Each qualification is accompanied by other useful links which help explain the context for the qualification eg a country profile for Ukraine. Those arriving from Ukraine may also find user guides in English, Polish and Russian of use.

Advice on the general academic recognition of qualifications that are not yet listed can be requested on a case-by-case basis from NARIC Ireland using this online form.

Looking for more information on Ukrainian qualifications?

For stakeholders within the Irish further and higher education and training looking for an overview of the education system in Ukraine, a useful summary of the pathways between different sectors in that system is available to download here, along with a copy of the Ukrainian framework of qualifications.

In addition, the ENIC NARIC centre in Ukraine is able to provide comprehensive information about the general, professional and higher education system in Ukraine, as well as quality assurance and qualifications framework details.

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QQI supports for displaced Ukraine nationals

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In response to the news that Ireland will welcome thousands of people displaced by the war in Ukraine, QQI has published a guide, in Ukrainian, to its online foreign qualifications recognition service (NARIC). This guide will help those arriving from Ukraine compare their qualifications to similar awards on the Irish National Framework of Qualifications, and may assist them in accessing education and employment opportunities here in Ireland.

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Ireland-National Framework of Qualification 

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Ireland-National Framework of Qualification 

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A 10-level system used to describe qualifications in the Irish education and training system.

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NARIC Ireland provides advice on the academic recognition of a foreign qualification by comparing it, where possible, to a major award type and level on the Irish National Framework of Qualifications (NFQ). A comparability statement for each qualification listed is available for download.

If your qualification is NOT listed in the database you can apply for advice on the general academic recognition of your qualification here.

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NARIC Ireland Foreign Qualifications - QSearch

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NARIC Ireland provides advice on the academic recognition of a foreign qualification by comparing it, where possible, to a major award type and level on the Irish National Framework of Qualifications (NFQ). A comparability statement for each qualification listed is available for download.

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Request for Advice on Recognition of a Foreign Qualification- Ireland QQI

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Request for Advice on Recognition of a Foreign Qualification- Ireland QQI

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You can request advice on the general academic recognition of your qualification in Ireland which is compared to a major award-type and level on the NFQ (National Framework of Qualifications) if your qualification is not listed in the Online NARIC Comparability Statements Database for more than 130 countries.

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Ukrainian- NARIC- recognition of Qualifications

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Ukrainian- NARIC- recognition of Qualifications

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Unified State Electronic Database on Education USEDE (Ukrainian: Єдина електронна державна база з питань освіти ЄДЕБО)

USEDE contains in open access:
Education institutions` registry This registry contains information on all recognized educational institutions of all education levels (state, private, municipal, etc.), including information on licensing and accreditation of programs. For more information on licensing and accreditation processes in Ukraine please visit ENIC Ukraine page. (Реєстр суб'єктів освітньої діяльності)
Types of Higher Education Insitutions in Ukraine

In terms of ownership form, institutions of higher learning in Ukraine may be state, communal, or private. Regardless of their ownership form, they have equal rights and provide educational activity according to the unified state standards. Ukrainian institutions of higher learning are classified by types as follows: universities, academies, institutes, conservatories (music academies), colleges, and technical schools.

University is a multidisciplinary institution of higher learning that provides higher education within a broad range of humanities, economic, natural, and other studies, and is a leading research and methodology center. There may be classic and specialized universities.

A university is considered as classic if it prepares specialists in at least eight areas of study, as well as doctors of art, doctors of philosophy and doctors of science in at least twelve research fields, including at least two liberal arts, economic, natural studies or technical specializations.

A specialized university prepares professionals in at least four areas of study, as well as doctors of philosophy and doctors of science in at least eight research fields, including at least six specialization areas (except for arts and higher military educational institutions (higher educational institutions with special study conditions).

Institute is an institution of higher learning or a structural unit of a university, which provides higher education in a specific area of study, education, culture, or manufacture.

Academy is an institution of higher learning, which operates to provide a specific higher education, helping students to obtain a qualification in a specific area of science, industry, education, culture, and arts, engages in fundamental and applied research, being a leading research and methodology center in its specialization area, and has the relevant level of human and material resources.

An academy prepares specialists in two areas of education and doctors of art, doctors of philosophy and doctors of science in at least two research fields (except for arts and higher military educational institutions (higher educational institutions with special study conditions)).
Types of higher education institutions in Ukraine
Conservatory is an institution of higher learning that provides a higher education in the field of culture and the arts.

College is an institution of higher learning or a structural unit of an educational institution that provides a higher education in related areas or in several specialization fields. A professional college is created if its daytime departments have at least five hundred people.

Technical school is an institution of higher learning or a structural unit of an educational institution that provides a higher education in several related specialization fields.

Universities, academies, institutes, and conservatories may train students under any type of academic program (junior specialist, bachelor, specialist, master, candidate of sciences), as well as under post-graduate programs. A university (academy) may be awarded with national status for achievements in research activities.

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Unified State Electronic Database on Education USEDE (Ukrainian: Єдина електронна державна база з питань освіти ЄДЕБО) USEDE contains in open access: Education institutions` registry This registry contains information on all recognized educational institutions of all education levels (state, private, municipal, etc.), including information on licensing and accreditation of programs. For more information on licensing and accreditation processes in Ukraine please visit ENIC Ukraine page .

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Pobal Childcare Map // ЯСЛА ТА ОСВІТНІ ЦЕНТРИ ДЛЯ ДІТЕЙ 0-5 РОКІВ

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Pobal Childcare Map // ЯСЛА ТА ОСВІТНІ ЦЕНТРИ ДЛЯ ДІТЕЙ 0-5 РОКІВ

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Kilkee/Kilrush // Інформація для Українців

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Kilkee/Kilrush // Інформація для Українців

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Kilkee/Kilrush: Інформація для Українців - Google My Maps

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Kilkee/Kilrush: Інформація для Українців

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Shannon // Інформація для Українців

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Shannon // Інформація для Українців

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Shannon: Інформація для Українців - Google My Maps

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Shannon: Інформація для Українців

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North Clare Map // Карта місцевих послуг у Норт-Клер:

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North Clare Map // Карта місцевих послуг у Норт-Клер:

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North Clare Map : Карта місцевих послуг у Норт-Клер - Google My Maps

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North Clare Map : Карта місцевих послуг у Норт-Клер

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Ennis Services Map // карта місцевих послуг міста Енніс:

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Ennis Services Map // карта місцевих послуг міста Енніс:

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Ennis Services Map : карта місцевих послуг міста Енніс - Google My Maps

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Ennis Services Map : карта місцевих послуг міста Енніс

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SUPPORTING THE WELLBEING OF CHILDREN FROM UKRAINE: Transitions into Early Learning and Care Settings

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SUPPORTING THE WELLBEING OF CHILDREN FROM UKRAINE: Transitions into Early Learning and Care Settings

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SUPPORTING THE WELLBEING OF CHILDREN FROM UKRAINE: The Healing Power of Being Outdoors

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SUPPORTING THE WELLBEING OF CHILDREN FROM UKRAINE: The Healing Power of Being Outdoors

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SUPPORTING THE WELLBEINGOF CHILDREN FROM UKRAINE: The Early Learning and Care Environment

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SUPPORTING THE WELLBEINGOF CHILDREN FROM UKRAINE: The Early Learning and Care Environment

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National Parents Council Primary Information Helpline in English, Ukrainian, Russian

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National Parents Council Primary Information Helpline in English, Ukrainian, Russian

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Eurochild: Resources on the humanitarian crisis in Ukraine

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Eurochild: Resources on the humanitarian crisis in Ukraine

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The Eurochild Secretariat has decided as a team to adapt our course of action, given the current situation in Ukraine. Therefore, we are putting together a list of useful resources that light help you navigate these difficult times.
Education
Guidelines for governments
Talking to Children Updates Calls for Donation

Eurochild member FARA Romania is appealing for donations to provide essential material support and psychological assistance to Ukrainian children and families.

Eurochild member Happy Kids' Foundation is fundraising to carry out the evacuation of young refugees in close cooperation with the Ukrainian and Polish Governments.

Eurochild member Partnership for Every Child established a Family Support Fund.

Eurochild member CESVI is fundraising to donate food and hygienic products.

Eurochild member L'Albero della Vita is accepting donation to help Ukrainian refugee children.

OSF Czechia is fundraising for children from the Roma community in Ukraine.

Hope and Homes for Children: 4 ways your donation will help.

Fundacja Siepomaga and SOS Children's Villages in Ukraine (supported by Eurochild member SOS Children's Villages International) is fundraising for children in care and foster families in Ukraine.

Philanthropy for Ukraine: This portal brings together the most up to date initiatives and calls for donations from the European philanthropy sector and NGO community in Ukraine and neighbouring countries.

More resources coming soon.
Share resources, calls for donations and testimonials with us using this form.
See our Solidarity with Children of Ukraine hub

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Eurochild-Resources on the humanitarian crisis in Ukraine

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The Eurochild Secretariat has decided as a team to adapt our course of action, given the current situation in Ukraine. Therefore, we are putting together a list of useful resources that light help you navigate these difficult times.

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Poster: 7 Best Practices to Support Community Volunteers. The Alliance for Child Protection in Humanitarian Action 31 Jan 2022

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Poster: 7 Best Practices to Support Community Volunteers. The Alliance for Child Protection in Humanitarian Action 31 Jan 2022

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This is a poster for Child Protection teams to emphasize the evidence based practices of engaging volunteers that were documented in the research.
Additional Resources:

Exploratory Study Report | Community Engagement in Case Management: The full research report with the findings and recommendations for child protection actors in humanitarian settings. (Only available in English)

Study Brief | Community Engagement in Case Management: A 5-page document that summarizes the findings and recommendations for (Available in English, Arabic, Spanish, French)

Policy Brief | Community Engagement in Case Management: A 3-page document targeting donors, policy makers, and UN agencies regarding the roles of volunteers and how decision makers can support their roles (Available in English, Arabic, Spanish, French)

7 Best Practices to Support Community Volunteers: A poster for Child Protection teams to emphasize the evidence based practices of engaging volunteers that were documented in the research (Available in English, Arabic, Spanish, French)

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Poster: 7 Best Practices to Support Community Volunteers

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This is a poster for Child Protection teams to emphasize the evidence based practices of engaging volunteers that were documented in the research. Additional Resources: Exploratory Study Report | Community Engagement in Case Management: The full research report with the findings and recommendations for child protection actors in humanitarian settings.

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Caring for Children through Conflict and Displacement: English, Ukrainian & Russian

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Caring for Children through Conflict and Displacement: English, Ukrainian & Russian

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The Center for Child and Family Well-Being

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This PDF booklet for caregiving in conflict settings has been developed by Professor Rachel Calam, Dr Aala El-Khani and Dr Kim Cartwright.

This booklet is also available in Malay, Myanmar, Pashto, Russian, Ukranian, and Vietnamese.

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Caring for Children through Conflict and Displacement - The Center for Child and Family Well-Being

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This PDF booklet for caregiving in conflict settings has been developed by Professor Rachel Calam, Dr Aala El-Khani and Dr Kim Cartwright. This booklet is also available in Malay, Myanmar, Pashto, Russian, Ukranian, and Vietnamese.

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English-Ukrainian pictograms for students and teachers : English/Ukrainian., Англо-українські піктограми для дітей та вчителів : aнглійськa / українськa.

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Цей практичний посібник, із використанням піктограм, може допомогти україномовним та англійськомовним особам подолати перші труднощі у спілкуванні. , This practical booklet, using pictograms, can help Ukrainian and English speakers overcome the first communication barriers.

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Heroes cry too - Colouring book for children from Ukraine

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Heroes cry too - Colouring book for children from Ukraine

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Eurochild has designed and printed a colouring book for children dealing with the fears linked to the war in Ukraine. The book is written by a Polish child psychologist i n consultation with a number of child therapists, traumatologists and PTSD psychologists and has been translated in Ukrainian. It is the story of Myszka escaping the war and Ryjówka, who hosts her at her home.

Alicja Safarzyńska-Płatos - Author
Illustrations by Ksenia Potępa
Ewa Kanoniak & Kateryna Hudsa - Translation

The books are being distributed in schools and facilities supporting children fleeing the war.

Download the book

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Eurochild-Heroes cry too - Colouring book for children from Ukraine

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Eurochild has designed and printed a colouring book for children dealing with the fears linked to the war in Ukraine. The book is written by a Polish child psychologist i n consultation with a number of child therapists, traumatologists and PTSD psychologists and has been translated in Ukrainian.

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EU Bookshop: Kids' corner publications A collection dedicated to Europe's younger citizens, using a lighter approach to familiarise them with the values and colours of Europe.

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How do I talk to my children about the situation in Ukraine? SOS Childrens Villages

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How do I talk to my children about the situation in Ukraine? SOS Childrens Villages

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Whatever our opinions about who is right or wrong, remember that if we express our opinions openly in front of our children, they might take what we say as fact. So if we tell them that wars happen because bad people are mean to good people, are we doing justice to the complexity of a war? Even if it's clear that one person is in the right and one person is in the wrong, would it help your child to know that there is perhaps a great injustice happening, or will that only increase their anxiety at this time? Even our amazing colleague, Serhii Lukashov, national director of SOS Children's Villages in Ukraine said their focus now was: "for children in Ukraine to grow up without hate" - and if they can do that, so can you.

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How do I talk to my children about the situation in Ukraine? - SOS Children's Villages

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Whatever our opinions about who is right or wrong, remember that if we express our opinions openly in front of our children, they might take what we say as fact. So if we tell them that wars happen because bad people are mean to good people, are we doing justice to the complexity of a war?

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There were over 43 million people living in Ukraine. Everyone in Ukraine is devastated by the current invasion and as with any crisis women, children, young people, marginalised communities and the poor will be those most affected.

The crisis is having a wide range of impacts, and it has been highlighted that Black and Asian people living in Ukraine including international students are reporting experiencing racism at the border while trying to leave the country. Footage has gone viral of people being blocked from boarding trains and there have been worrying reports that police are prioritising white Ukrainians over Black and Asian people crossing the border.

As a youth sector, we know that young people are interested and aware of the situation in Ukraine and it is important to acknowledge this and provide space for discussion.

How to discuss War with Young People

Your strength as a youth worker , in terms of discussing issues like conflict and linking this to Intercultural and Global Youth Work with your ongoing youth work, is that you are certain of the following - y ou know your group : Your knowledge of your groups gives you the perfect sense of the most appropriate entry point.

1. Take some time yourself to on what is happening and prepare for discussing the issue with young people. The war is probably on young people's radars because it is the main news headline across all media.

2. Create the as usual for discussion of the issues - the challenges, the good news stories, the possibilities for future action, etc. The level of discussion and debate will depend on your group.

3. You don't need to have all the answers - none of us do! This is an unfolding situation so work with young people to source the latest information and facts - remembering to check the sources of information - particularly online - being aware that there will be propaganda and false information. Maybe someone has listened to a good podcast on the issue? What have young people been saying?

4. Recognising that young people may be experiencing anxiety, news feed and information overload, your skills as a youth worker will be important.

Limit your news intake. Watching or reading the news can be a helpful way to stay informed, but it can also increase our anxiety or fear.

Use trusted news sources and media outlets.

Tailor your feeds. When a news story is developing, it can be tempting to go online and see what others are saying. But that might leave you feeling anxious - especially if people are sharing content you're trying to avoid or posting concerning feelings or opinions. Take breaks from using social media to get perspective and to give yourself time to process the information.

5. In trying to answer questions, perhaps you will want to engage with organisations, journalists, government and others who may offer information, speak to your group, or provide guidance.

6. Encourage young people to mind their mental health during this time. It is a challenge because of feelings of helplessness or over exposure of media focus. There are young people and families based in Ireland who have family in the region, and this is an especially challenging time for them, their families, friends, neighbours, and communities. Stress the importance of getting out or to continue chatting with friends and family about the situation. Most people are unhappy about what is happening so be kind and gentle with others and with yourself on the topic.

7. Look out for those who may be feeling particularly under pressure. You may have young people whose family or themselves are from/based in Ukraine, Russia, or surrounding regions and countries. This is a particularly challenging time for them. Offer the appropriate resources available from your youth organisation or sign post them to other organisations who may be able to assist with particular issues. Reassure young people as best you can.

8. There is the possibility of helping through donations, look out for registered charities or others whom you know to be reliable.

Activities you can do with young people:

Check out activity on page 44
https://www.youth.ie/documents/the-global-youth-journey-to-act-free-resources-activity-plans/
Check out activity on page 21
http://www.youth.ie/sites/youth.ie/files/PeaceJusticeSDGsResource-Web.pdf
Check out activity on page 31
http://www.youth.ie/sites/youth.ie/files/PeaceJusticeSDGsResource-Web.pdf
Check out activity on page 41
http://www.youth.ie/sites/youth.ie/files/PeaceJusticeSDGsResource-Web.pdf
Check out activity on page 46
http://www.youth.ie/sites/youth.ie/files/PeaceJusticeSDGsResource-Web.pdf
Further Resources that will help you

Please see a range of links and resources below (and explore the rest of the site)

and Beyond Hate: https://www.youth.ie/articles/transforming-hate-in-youth-work-settings/

Irish Refugee Council: https://www.irishrefugeecouncil.ie/ukraine-information-note
https://static1.squarespace.com/static/5f6decace4ff425352eddb4a/t/62207c683e9ac348cdf1ca32/1646296174808/peace+education+resources.pdf
Other actions you can take

We've all been horrified by the events unfolding in Ukraine over the last days and weeks, and the devastating impact that the aggression is having on Ukraine's youth and the population at large. The European Youth Forum wanted to update you on everything that we are doing to support our colleagues from the National Youth Council of Ukraine.

We encourage people to provide donations to organisations who are working on the ground with emergency response teams in the Ukraine or in border countries. Dochas has a list of these:
https://www.dochas.ie/whats-new/ukraine-how-you-can-help/
Suggested actions there are different ways to do this. Join a local vigil/protest; write a letter to the government or the Russian Embassy; write a letter of solidarity to the Ukrainian Embassy in Ireland; etc.

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Discussing War with Young People - National Youth Council of Ireland %

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There were over 43 million people living in Ukraine. Everyone in Ukraine is devastated by the current invasion and as with any crisis women, children, young people, marginalised communities and the poor will be those most affected.

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Child Protection Materials in Many Languages

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Child Protection Materials in Many Languages

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Vacancy - Terre des hommes - Helping children worldwide - Foundation in Ukraine is recruiting psychologists for its field activities in Lviv, Vinnitsa and Ivano-Frankivsk. Start date: As soon as possibleContract: 9 months, local...

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Guidance | CPHA Frontliner Getting Started Learning Package

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The Alliance L&D Working Group is thrilled to announce that the CPHA Frontliner Getting Started Learning Package has been finalized and replaces the CPMS Working Group’s 2014 Frontline Workers package!

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The recent crisis in Ukraine has disrupted the lives of many children and families. Since late February, the worsening crisis has resulted in the displacement of millions of people, many of whom are crossing borders into neighboring countries. A large number of these are children, some of whom are u…

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What it's like to be a parent in a war zone- YouTube

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What it's like to be a parent in a war zone- YouTube

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Aala El-Khani: What it's like to be a parent in a war zone

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How do parents protect their children and help them feel secure again when their homes are ripped apart by war? In this warm-hearted talk, psychologist Aala El-Khani shares her work supporting -- and learning from -- refugee families affected by the civil war in Syria.

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INFORMATION FOR ADULTS LOOKING AFTER A CHILD OR CHILDREN THROUGH CONFLICT AND DISPLACEMENT- Russian

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INFORMATION FOR ADULTS LOOKING AFTER A CHILD OR CHILDREN THROUGH CONFLICT AND DISPLACEMENT- Russian

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INFORMATION FOR ADULTS LOOKING AFTER A CHILD OR CHILDREN THROUGH CONFLICT AND DISPLACEMENT- Ukrainian

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INFORMATION FOR ADULTS LOOKING AFTER A CHILD OR CHILDREN THROUGH CONFLICT AND DISPLACEMENT- Ukrainian

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INFORMATION FOR ADULTS LOOKING AFTER A CHILD OR CHILDREN THROUGH CONFLICT AND DISPLACEMENT- English

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INFORMATION FOR ADULTS LOOKING AFTER A CHILD OR CHILDREN THROUGH CONFLICT AND DISPLACEMENT- English

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Gov Info on Childcare in Ireland (English & Ukrainian & Russian)

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Gov Info on Childcare in Ireland (English & Ukrainian & Russian)

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Ireland's response to the situation in Ukraine

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Frequently Asked Questions for Displaced Ukraine Nationals (09 March)

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Information on Child Safeguarding in Ukrainian, Russian, & English

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Information on Child Safeguarding in Ukrainian, Russian, & English

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How do I report a child protection or welfare concern?

You should always inform Tusla when you have reasonable grounds for concern that a child may have been, is being, or is at risk of being abused or neglected.

How to make a report:

You can report your concern in person, by telephone or in writing to the local social work duty service in the area where the child lives. Contact details for local social work teams are available here.

Tusla has developed a web portal to allow for the secure submission of child protection and welfare concerns. You can access the portal here. Please be aware that the portal is only available in English.

To help Tusla staff assess your concern, they need as much information as possible. You should provide as much relevant information as you can about the child, his/her home circumstances and the grounds for concern.

How to recognise child abuse:

If you are concerned about a child but unsure whether you should report it to Tusla, you may find it useful to contact Tusla to discuss your concern.

** If you think the child is in immediate danger and you cannot contact Tusla, you should contact the Gardai on 112 **

It is not necessary for you to prove that abuse has occurred to report a concern to Tusla. All that is required is that you have reasonable grounds for concern. It is the role of Tusla to assess concerns that are reported to it.

Under the 'Protections for Persons Reporting Child Abuse Act 1998', you are protected as a reporter as long as you report what you believe to be true and you do it in good faith.

What happens after a report is received by Tusla?

If you make a report about a child, Tusla will normally acknowledge it, and may contact you for further information, if necessary. Tusla will consider your report, and if concerns are found after the initial checks, further evaluation involving a detailed examination of the child and family's circumstances will follow. It will then take whatever action is required to protect the child.

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Information for Ukrainians arriving in Ireland - Unaccompanied Minors

If you are a child/young person under 18 years of age who is coming to Ireland for temporary protection without a parent or caregiver, you should present to a Border Management Official or to the Irish Police at the Airport or Port where you arrive. They will contact Tusla - the Irish state agency dedicated to the protection of children - to let us know you are here so that we can support you and arrange to liaise with your parent/legal guardian, if possible.

If you have been separated from an adult that you were with when you came to Ireland and you are now alone, you can present to the nearest Garda Station (Police Station) and they will contact the local Social Work Service to meet with you.

All unaccompanied minors referred to us will be seen by a Tusla Social Worker on the day of referral. A plan will be developed, and appropriate accommodation and supports will be considered in order to support you and keep you safe. Social Workers will undertake an assessment to better understand your needs. The assessment will include information about your journey here, family, health, education, and interests. Our main aim will be to assist with family reunification.

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Ukraine ResponseTusla - Child and Family Agency

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How do I report a child protection or welfare concern? You should always inform Tusla when you have reasonable grounds for concern that a child may have been, is being, or is at risk of being abused or neglected.

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Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care & Education

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Diversity, Equality and Inclusion Charter and Guidelines for Early Childhood Care & Education

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This page features all the key documents, links and resources that are on the AIM site in one easy to access location.

City and County Childcare Committees (CCCs)

City and County Childcare Committees, or CCC's for short, are a Department of Children, Equality, Disability, Integration and Youth funded support for parents and childcare providers. CCC's can offer assistance with finding a suitable pre-school for your child, give advice and information about various schemes and programmes on offer. CCC's also provide training for both parents and childcare workers.

To find your local CCC visit myccc.ie.

Information On Disability Supports

Below are links to websites where you can find quality information about supporting children with disabilities accessing pre-school and beyond. You will also find information on schemes and grants specifically for disabilities.

Some of the organisations that help us deliver AIM

Below are some links to AIM related organisations where you can find fantastic information on disability, childcare and education.

Information on CPD for Providers

Inclusion Coordinator Training (LINC) - www.lincprogramme.ie
Continuing professional development resources for practitioners
Sensory Processing E-Learning (SPEL)- SPEL Sign up Link

Hanen Teacher Talk- Hanen.org

Lámh Manual Sign Language System- Lamh.org

*Hanen, Lamh and SPEL are managed on behalf of the department by Better Start, more information can be found at: www.betterstart.ie/for-elc/learning-and-development/.

AIM Policy and Rules

AIM Supports Documents

Universal- Supporting Inclusion

Targeted- Early Years Specialist Support

Targeted-Equipment, Appliances and Minor Alterations

Targeted- Additional Capitation

Universal Design Guidelines (UDG) Documents

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Resources This page features all the key documents, links and resources that are on the AIM site in one easy to access location. City and County Childcare Committees (CCCs) City and County Childcare Committees, or CCC's for short, are a Department of Children, Equality, Disability, Integration and Youth funded support for parents and childcare providers.

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This collection includes a range of online resources to support the planning, teaching & learning of English as an Additional Language.

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Supporting Ukrainian Children in School by Eadaoin Kelly

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Supporting Ukrainian Children in School by Eadaoin Kelly

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These resource packs are companion publications to the Free To Be Me reading guide which forms the basis of the wider Free To Be Me project. This is a project that celebrates diversity, representation and inclusion in books for children and young people aged 0-18, to ensure equity and visibility in both school and public libraries, bookshops and shelves in the home.

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Diverse & Inclusive Books by Books for Topics

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Diverse & Inclusive Books by Books for Topics

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Diverse and Inclusive Books: EYFS | Nursery, Preschool & Reception

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A list of recommended diverse and inclusive books for children in the Early Years (ages 2-5), which feature characters that are traditionally under-represented in children's books.

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We are a group of volunteers that aim to help Ukraine in its darkest hour. We provide support to all people fleeing war in Ukraine, including non-citizens. This website contains helpful information and is regularly maintained. Please contact us if you spot any inaccuracies. Ми - група волонтерів, щ…

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Understanding the Education System of Ukraine 21.03.22.docx

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Understanding the Education System of Ukraine 21.03.22.docx

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Descriptor of Education System - Ukraine 21.03.22.docx

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Visual Basic Dictionary Spanish - English - Persian - Ukrainian by ARASAAC

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Visual Basic Dictionary Spanish - English - Persian - Ukrainian by ARASAAC

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Visual Basic Dictionary Spanish - English - Persian - Ukrainian | ARASAAC: Materiales CAA

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It contains 246 basic words for a simple conversation to learn a new language. It is part of the "Somos Semilla" project from the volunteer unit of the Politecnic University of Cartagena. The purpose of this dictionary is to help native Persian or Ukrainian speakers learn Spanish or English, as well as Spanish or English speakers who want to learn basic Persian or Ukrainian words and their pronunciation.

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Pictogram boards can help not only people who don't speak, but also those who don't speak a particular language. Therefore, faced with the influx of refugees from Ukraine, it offers multilingual image-based boards, so that children (and adults too) can communicate more easily in the countries where they seek refuge.

Vocabulary is divided into different boards: most important messages, clothes needed, doctor/pharmacy visit, school support (classroom grades, school supplies, teacher and student announcements, lesson plan). Over time, new boards will be created to support the children, particularly during their various activities.

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Communication Board: English-Ukrainian. | ARASAAC: Materiales CAA

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Pictogram boards can help not only people who don't speak, but also those who don't speak a particular language. Therefore, faced with the influx of refugees from Ukraine, it offers multilingual image-based boards, so that children (and adults too) can communicate more easily in the countries where they seek refuge.

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Communication Notebooks With Pictograms For Ukrainian Families – Translations in Different Languages by ARASAAC

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Communication Notebooks With Pictograms For Ukrainian Families – Translations in Different Languages by ARASAAC

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Communication boards with pictograms from can help not only people who do not speak, but also those people who do not speak a certain language. Therefore, in the face of the influx of refugees from Ukraine, different collaborators are sharing multilingual dashboards based on pictograms, so that children and adults can establish functional communication more easily in the countries where they seek refuge.

In these materials, vocabulary is distributed in different boards by categories: most important messages, necessary clothing, visit to the doctor / pharmacy, school support (classroom grades, school supplies, announcements of teachers and students, lesson plan).

Our thanks to all the collaborators for putting their effort and time at the disposal of a fundamental initiative for many people.

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COMMUNICATION NOTEBOOKS WITH ARASAAC PICTOGRAMS FOR UKRAINIAN REFUGEES - TRANSLATIONS IN DIFFERENT LANGUAGES

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Communication boards with pictograms from can help not only people who do not speak, but also those people who do not speak a certain language. Therefore, in the face of the influx of refugees from Ukraine, different collaborators are sharing multilingual dashboards based on pictograms, so that children and adults can establish functional communication more easily in the countries where they seek refuge.

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Ukraine Response and Supports: Resources for Staff & Resources for Practice by First 5

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Ukraine Response and Supports: Resources for Staff & Resources for Practice by First 5

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We have all witnessed the devastating impact of the ongoing war in Ukraine and the unfolding humanitarian crisis as more and more people are forced to flee their homes. We all want to do what we can to help those in need.

At both local and national government level in Ireland provisions are being made available to give Ukrainians fleeing the conflict a warm welcome. At local level City and County Childcare Committees are supporting Ukrainian children and families with access and participation to Early Learning and Care (ELC) and School-Age Childcare (SAC) services. We know that many ELC/SAC services have already welcomed children and families into their settings and many more will do so over the coming weeks and months. Every ELC and SAC setting is different and service providers will need to use their professional judgement in determining how best to welcome and support children and families from Ukraine while ensuring high quality practice to support children's well-being, learning and development.

The well-being, health and safety of children, their families and those working in the sector is a priority. This web-page provides guidance and signposting for service providers on the supports and resources available to ELC and SAC services.

More resources will be added to this web-page over the coming weeks. You are therefore advised to check for updates.

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We have all witnessed the devastating impact of the ongoing war in Ukraine and the unfolding humanitarian crisis as more and more people are forced to flee their homes. We all want to do what we can to help those in need.

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Enrolment Form for ELC & SAC in Ukrainian & English

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Enrolment Form for ELC & SAC in Ukrainian & English

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Sample Enrolment Form for Early Learning- Final 11.04.2022

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Printable Resources for the Room: English & Ukrainian

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Printable Resources for the Room: English & Ukrainian

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How can I use English - Ukrainian dual language resources to support my EAL learners?

Learning a new language is always a challenge, and moving to a new country brings additional pressures and anxieties with it. For children who are new to learning English, attending a school that speaks an unfamiliar language can be particularly difficult and daunting.

That's why it's so important that EAL coordinators, and all teachers within a school offer tailored support to help children access the curriculum, and reach their full academic potential. Luckily, children are often able to learn second languages, far quicker than adults. But, whilst they're in the process of learning, you can use our selection of English - Ukrainian dual language resources to offer additional guidance to students within lessons.

We have lots of activities, and learning materials that can be used in dedicated EAL sessions or in daily lessons. These resources have been carefully created and approved by our team of professional teachers who have years of EAL experience. With clear, precise translations of the text in both English and Ukrainian, they're ready-made and ready to use in class!

What sort of resources will I find here?

Let's take a closer look at some of the English - Ukrainian dual language resources that are available:

We have a wide range of word mats which are excellent visual tools for helping children to learn and revise vocabulary. For example, we have , Food and Word Mats, all available as English - Ukrainian dual language resources.

Try some of our follow-up EAL activities when teaching children new vocabulary and grammar principles. The Classroom Labelling Activity and the Emotions Gap fill Worksheet are both great ways to test a child's knowledge and incorporate an element of spelling and writing practise too!

And, we've also translated some of our best pastoral resources, so that you can ensure a child's understanding when offering emotional support. Some examples include the Coping Skills Flashcards and the What Makes You Panic? Worksheet.

What are the benefits of dual language resources for EAL learners?

Dual language resources have a long list of benefits for children who are learning English. Whilst they're learning a new language, there may still be some gaps in understanding. So, a dual language resource can help to fill in those gaps, and ensure that a child is able to follow along with the subject of a lesson. This is essential if they are to benefit from and fully access the educational curriculum! Additionally, this will also improve a child's confidence with school work, and make them feel more welcome in your school community.

Try these English - Ukrainian dual language resources, today!

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

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English - Ukrainian Dual Language Resources | EAL | Twinkl

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Use these English - Ukrainian dual language resources to support students who are learning English as an Additional Language. Try some, today!

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Free Webinar- Supporting Children Through the Ukrainian Crisis by Lorraine Lynch

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Free Webinar- Supporting Children Through the Ukrainian Crisis by Lorraine Lynch

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Your Instructor

Lorraine Lynch is CEO and Founder of the Child Psychology Institute. She holds a Bachelor of Arts in Psychological Studies and English, a Higher Diploma in Psychology and a Masters of Science in Health Psychology. Lorraine is also the author of two books designed to promote children’s wellness - #100happydays4kids and Closing Saor’s Day.

Course Curriculum

Frequently Asked Questions

When does the course start and finish?

The course starts now and never ends! It is a completely self-paced online course - you decide when you start and when you finish.

How long do I have access to the course?

How does lifetime access sound? After enrolling, you have unlimited access to this course for as long as you like - across any and all devices you own.

Get started now!

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Supporting Children Through the Ukrainian Crisis

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1hr FREE Online CPD Course to help our children navigate the world we live in

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Supporting Culturally & Linguistically Diverse Learners by PDST

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Supporting Culturally & Linguistically Diverse Learners by PDST

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PDST Supporting Culturally and Linguistically Diverse Learners_4

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Ukraine Information Note by Irish Refugee Council

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Ukraine Information Note by Irish Refugee Council

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Ukraine information note (updated 21 October)

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The following note gives information to people fleeing Ukraine after the Russian invasion. The note tries to answer questions that people may have. Скачати Українською мовою Скачать на русском языке Ukrainians who fled Ukraine on or after the 24 February are now entitled to Temporary Protection. You can register under Temporary Protection and apply for Government supports, such as PPS number and social welfare payment, at the dedicated Ukraine Support Centres: Citywest Convention Centre, Garter Lane, Saggart, County Dublin, D24 A38Y Cork - Cork City PSC and PPSN Centre, Department of Social Protection, Hanover Street, Cork, T12 PX62 (021) 480 6800 Limerick - Dominick Street, Limerick, V94 X327 Download our factsheet on Temporary Protection in Ukrainian/український. Urgent update relating to accommodation: On October 21st 2022, the Irish Government stated that it cannot guarantee it will be able to provide temporary accommodation to all people fleeing the war in Ukraine by next week. The Irish State is currently accommodating 42,000 Ukrainians however, due to a serious housing crisis, it is struggling to source accommodation to house new arrivals. We understand that the Government aims to prioritise housing vulnerable people first, this should include women and minors.  If you come to Ireland and the Government is not in a position to provide you with temporary accommodation, you will likely become street homeless for a period of time.  Ukrainians have the right to rent private accommodation in Ireland. However due to the housing crisis and lack of accommodation in the private rental market, very few have been in a position to do this.   We will update this page with new information as the situation develops. Irish Government information:  Please read the Government’s own frequently asked questions (updated 21 March) Please read the Government’s information on what income supports you can get while you are in Ireland and how to get these supports and services (7 March) Quick Questions:  I am Ukrainian, do I need a visa to enter Ireland? No. I don’t have a passport or it is out of date? The Irish government have told airlines to accept Government issued identity documents, not usually acceptable for international travel, in lieu of a national passport: including, for example, National ID Cards, Birth Certificates, Internal Passports and expired passports. What will be my status when I arrive? You will receive temporary protection.  I was a refugee in Ukraine, what is my status? You will also receive temporary protection. I was a long term resident with permanent residence in Ukraine, what is my status? You will also receive temporary protection, if you cannot return to your country of origin. What is temporary protection? The right stay in Ireland or another European Union country for at least a year and you can work, receive social welfare, healthcare, education, training.  How do I register for Temporary Protection? You can do this at Ukraine support Hub in Dublin, Cork or Limerick. Will I receive accommodation? Up until October 21st 2022, all temporary protection holders in Ireland were provided with temporary accommodation, where necessary. Moving forward, the Government have stated that they cannot guarantee this due to a lack of available housing. You can also stay with family and friends if you wish. Do I need to quarantine when I arrive or a have a PCR test? No.  Can I move to another European country after I arrive in Ireland and receive temporary protection? Yes, you can register under Temporary Protection in another EU country, however first you must cancel your protection in Ireland.  Will my passport be taken from me when apply for temporary protection? No.  How can I get information and advice? Please contact our Ukraine language helpline and webchat service. Find more information here. Email us here I am Ukrainian, do I need a visa to travel to Ireland? On the 25 February the Irish government waived the requirement that Ukrainian people need a visa to travel to Ireland. This statement is available here. What if I have lived in Ukraine but am not Ukrainian? The visa waiver only applies to Ukrainian nationals.  If you were living in Ukraine, and you are not a Ukrainian national and from a visa-required country, you may need to apply for a visa online through the Department of Justice. Details are available here.  You are eligible for temporary protection if you are the family member (e.g spouse and minor child) of a Ukrainian national, a refugee or a stateless person in Ukraine. The family should have already been present and residing in Ukraine before 24 February 2022. Long-term residents, who cannot safely return to their country of origin​ are also eligible for temporary protection,  How do I apply for asylum in Ireland? You can apply for international protection in Ireland. As stated below, we recommend that you get legal advice before applying for protection. It may not be necessary to apply for international protection as you will be entitled to temporary protection.   My family cannot leave Ukraine, what should I do? We understand that the Ukrainian government have stated that men cannot leave Ukraine due to the need to fight. We recommend you check Ukrainian news sources for more information on this. Ukrainians are now entitled to temporary protection  Temporary protection is an exceptional measure to provide immediate and temporary protection to displaced persons from non-EU countries and those unable to return to their country of origin. It applies when there is a risk that the standard asylum system is struggling to cope with demand stemming from a mass influx risking a negative impact on the processing of claims. The European Union have invoked this Directive.  Temporary protection gives you immediate right of access to work, housing, social welfare, healthcare, education, training and other supports.  Who does temporary protection apply to? Ukrainian nationals residing in Ukraine before 24 February 2022; stateless persons, and nationals of third countries other than Ukraine, who benefited from international protection or equivalent national protection in Ukraine before 24 February 2022; and,  family members of the persons referred to in points (1) and (2). Family members are defined as: the spouse of a person, or the unmarried partner in a stable relationship, the minor unmarried children, or of his or her spouse, without distinction as to whether they were born in or out wedlock or adopted; and other close relatives who lived together as part of the family unit at the time of the circumstances surrounding the mass influx of displaced persons, and who were wholly or mainly dependent on a person referred to in paragraph 1, point (a) or (b) at the time. Stateless persons, and nationals of third countries other than Ukraine, who can prove that they were legally residing in Ukraine before 24 February 2022 on the basis of a valid permanent residence permit issued in accordance with Ukrainian law, and who are unable to return in safe and durable conditions to their country or region of origin. Member States may also apply this Decision to other persons, including to stateless persons and to nationals of third countries other than Ukraine, who were residing legally in Ukraine and who are unable to return in safe and durable conditions to their country or region of origin See more here.  What should I do when I arrive in Ireland? Upon arrival in Ireland you should be able to register under temporary protection and apply for a PPS number and social welfare payment at Ukraine support hub. What supports am I entitled to?  If you are a Ukrainian citizen or if you are fleeing Ukraine and are covered by the Directive, the Government of Ireland will provide support and services to assist you as you establish yourself in Ireland. You will be entitled to work, rent support (details still unclear) and social welfare. You will also be able to get the same healthcare services as people who live in Ireland. See health service notice  Будь ласка, натисніть тут для отримання інформації українською мовою I have accommodation that I would like to offer Ukrainian refugees?  Please contact the Irish Red Cross https://registerofpledges.redcross.ie/ or Helping Irish Hosts https://linktr.ee/helpingirishhosts Donate to support our work:  We are receiving many queries. We are bringing in extra capacity to the organisation so that we can respond. Please consider a donation to support our work.  Donate here to support our work on Ukraine Updated: 15 December 2022

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FAQs – for Ukraine Nationals and Residents of Ukraine by Department of Justice, Ireland

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FAQs – for Ukraine Nationals and Residents of Ukraine by Department of Justice, Ireland

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FAQs - for Ukraine Nationals and Residents of Ukraine

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This FAQ page provides the most up to date arrangements for Ukrainian Citizens and their Family members wishing to travel to Ireland. This page will be updated on an ongoing basis as the arrangements and developments change.

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Information for people fleeing Ukraine by Migrants Rights Centre Ireland (MRCI)

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Information for people fleeing Ukraine by Migrants Rights Centre Ireland (MRCI)

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Following the escalating situation in Ukraine, the Irish Government has lifted visa requirements between Ukraine and Ireland.
Find more information and updates for people arriving in Ireland from Ukraine below.

FAQ’s for Ukraine Nationals and Residents of Ukraine

Read more

Support and information from the Government of Ireland

Read more

Завантажити буклет з інформацією про права працівника можна тут

Download

Social Welfare Supports for those arriving from Ukraine

Read more

Lifting of Visa Requirements between Ukraine and Ireland

Read more

Any Irish citizens requiring emergency consular assistance should contact the Department of Foreign Affairs at +353 1 6131700.

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Information for people fleeing Ukraine - MRCI

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MRCI provides free and confidential information and support for migrant workers and their families. Find more information and updates for people arriving in Ireland from the Ukraine below.

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This is the website of Crosscare Migrant Project, Crosscare Refugee Service and Crosscare Housing & Welfare Information. You will find helpful information on things like the immigration, asylum and refugee systems, housing and homelessness, social welfare and health.

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New Regularisation Scheme for Undocumented Migrants living in Ireland UPDATE 13.01.2022 The scheme will open on 31 January 2022 and run until 31 July 2022 See official information here: https://www.irishimmigration.ie/regularisation-of-long-term-undocumented-migrant-scheme/#apply Check out all the latest and useful information at www.mrci.ie Migrant Rights Centre Ireland are also hosting information sessions - see https://www.facebook.com/Migrant.Rights.Centre.Ireland

The new scheme for Afghan citizens living in Ireland to apply for family members to join them is open. Key information: The scheme will stay open until 5pm on 24 February 2022 A list of frequently asked questions and other useful information will be available by 30 December - DO NOT SUBMIT AN APPLICATION until ... Read more "

A further temporary extension of immigration and international protection permissions has been approved up until 31 May 2022. This includes permissions that have already been extended by the previous eight temporary extensions since March 2020. We advise that you do your best to renew your permission as soon possible to avoid having an expired IRP ... Read more "

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New Regularisation Scheme for Undocumented Migrants living in Ireland UPDATE 13.01.2022 The scheme will open on 31 January 2022 and run until 31 July 2022 See official information here: https://www.irishimmigration.ie/regularisation-of-long-term-undocumented-migrant-scheme/#apply Check out all the latest and useful information at www.mrci.ie Migrant Rights Centre Ireland are also hosting information sessions - see https://www.facebook.com/Migrant.Rights.Centre.Ireland The new scheme for Afghan citizens living in Ireland to apply for family members to join them is open.

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DonateVolunteerFirst Aid CoursesFind Missing Relativeslatest appealsTHE EBOLA OUTBREAKWhen people die from Ebola, their bodies are still highly infectious.

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Free Webinar: Welcoming Refugees from Ukraine & Elsewhere by Schools of Sanctuary

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Free Webinar: Welcoming Refugees from Ukraine & Elsewhere by Schools of Sanctuary

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Schools of Sanctuary webinar: Welcoming refugees from Ukraine and elsewhere

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Global Digital Library- Books in Ukrainian & English, & Other Languages

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Global Digital Library- Books in Ukrainian & English, & Other Languages

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The Global Digital Library provides free, high-quality educational resources for anyone, anywhere.

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Supporting Schools Who Are Welcoming Ukrainian Children by INTO

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Supporting Schools Who Are Welcoming Ukrainian Children by INTO

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Supporting Pupils from Ukraine - Irish National Teachers’ Organisation

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Supporting the Wellbeing of Children from Ukraine in your School – Guidance for primary schools

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Language mats in Ukrainian & English by Languages Connect

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Language mats in Ukrainian & English by Languages Connect

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Language Mats for the Classroom | Languages Connect

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Download language mats in your target language for some useful classroom vocabulary and some basic phrases and greetings

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Podcast – Welcoming Newly Arriving Children from Ukraine: Considerations for schools

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Podcast – Welcoming Newly Arriving Children from Ukraine: Considerations for schools

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In this 20-minute podcast, we discuss three areas relating to supporting newly arriving children from Ukraine into Irish primary schools:- 1. Primary School Life in Ukraine Firstly, we speak to Iryna Britanova-Listratenko, a Ukrainian teacher who recently arrived in Ireland with her daughter Sasha. Iryna provides an insight into how the Ukrainian primary school system operates. She also details the first-hand reality of a child leaving their native country at such short notice in unprecedented circumstances. 2. Admission Considerations and Department of Education Supports Secondly, Fergal Kelly, Catholic Primary School Management Association (CPSMA) Education Advisor, outlines admission considerations for schools enrolling Ukrainian children, as well as current and planned supports from the Department of Education. 3. Advice for School Staff Supporting Children in a time of War Finally, Michelle McCarthy, Educational Psychologist with the National Educational Psychological Service (NEPS), offers advice for school staff in relation to the integration of pupils arriving from a country at war, as well as considerations for existing school pupils.

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Podcast – Welcoming Newly Arriving Children from Ukraine: Considerations for schools  by CPSMA

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Podcast - Welcoming Newly Arriving Children from Ukraine: Considerations for schools by CPSMA

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In this 20-minute podcast, we discuss three areas relating to supporting newly arriving children from Ukraine into Irish primary schools:- 1. Primary School Life in Ukraine Firstly, we speak to Iryna Britanova-Listratenko, a Ukrainian teacher who recently arrived in Ireland with her daughter Sasha. Iryna provides an insight into how the Ukrainian primary school system operates.

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Webinar PPT for Welcoming Refugees from Ukraine & Elsewhere by Schools of Sanctuary

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Webinar PPT for Welcoming Refugees from Ukraine & Elsewhere by Schools of Sanctuary

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Welcoming Refugees from Ukraine & Elsewhere_Schools of Sanctuary

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Supporting Refugee Children & Youth: Tips for Educators by NASP

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Supporting Refugee Children & Youth: Tips for Educators by NASP

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National Association of School Psychologists (NASP)

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

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Supporting Children in the Days & Weeks after Traumatic Events by Raising Children (Australia)

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Supporting Children in the Days & Weeks after Traumatic Events by Raising Children (Australia)

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Traumatic events: how children might react

Traumatic events include car crashes, natural disasters, unexpected deaths or diagnoses, and other sudden and shocking events. Children might react to events like these in many ways. For example, children might:

feel confused or worried, or blame themselves for what happened

be sad, angry, irritable, guilty or ashamed

behave in difficult ways, disobey rules, cling to you or avoid other people

become quiet or withdrawn

suddenly not be able to do things they could do before, like using the toilet or getting dressed

have physical symptoms like headaches, stomach aches or loss of appetite

have problems sleeping or concentrating.

If your child has experienced a traumatic event, they'll need your support immediately after the traumatic event. But reactions to traumatic events don't always happen straight away. Sometimes they happen later, which is why children need your support in the days and weeks afterwards.

Supporting children of all ages after traumatic events

Children of all ages need help to cope with and recover from traumatic events in the days and weeks afterwards. Here are some things you can do.

Talking and listening
When you make time for talking with your child about the traumatic event, you can explain what has happened and what's going to happen next. For example, 'The fire burned our house down. While it's being rebuilt, we'll live with Aunty Lisa and Uncle Dave. You'll still be able to go to school and see your friends'.

Your child will probably have questions too. These questions let you check whether your child understands what's going on. They also give you clues about how your child is feeling and a chance to reassure your child. For example, 'Yes, the school is still open. You can go to school and see your friends. All your friends are OK'.

Handling reminders of the traumatic event
Your child might be frightened by reminders of the event, like smoke after a bushfire.

You can explain what's happening and let your child know that it's OK to be afraid. Reassure your child that they're safe now. For example, 'You're scared of the smoke because you think it's coming from a bushfire. It's smoke from the neighbour's barbecue. You're safe'.

It can also help to talk with older children and teenagers about how reminders of the event or its anniversary might make them feel and how they can cope. For example, 'Last Christmas was a tough time for our family. How are you feeling this year? What can we do to make sure it's really fun?'

Using routines
Family routines help children feel safe and secure. That's why they're important after a traumatic event.

Here are some ways to use routines to support your child:

Focus on regular healthy snacks and meals, time for exercise or play outside, and a good night's sleep. This will help to keep your child's mind and body healthy as they settle down.

Try to get your child to child care, playgroup, kindergarten or school, if possible. This helps children understand that their safe places and familiar people are still there for them. Let your child's carers or teachers know what has happened. This will help them support and care for your child.

When you feel your child is ready, encourage your child to get back into the things they enjoyed before the trauma, like playing sport or visiting friends. And look for new positive activities that your child might enjoy.

Toddlers and preschoolers: helping them recover after traumatic events

After a traumatic event, toddlers and preschoolers might not express their feelings with words. Some children might express feelings through play, or through behaviour like tantrums. Children in this age group might also be less playful or creative after traumatic events.

There are many ways you can help your young child start feeling better:

Help your child to name feelings - for example, 'Something bad happened, so you feel sad. It's OK to feel sad'. As your child starts to feel better, try to distract them with a fun game, story or song.

If your child is very quiet and withdrawn, use play to explore emotions. For example, 'Is Teddy sad? Do you think a hug might help Teddy?'

If your child is having trouble separating from you, reassure your child that you're safe and that the danger has passed. You can also ask your child's carers or teachers for help with managing separation.

If your child seems to have 'forgotten' how to do things like talking or using the toilet, remember that this is normal. Once your child feels safe, they'll be able to do these things again.

If habits like thumb-sucking or wetting the bed have come back, remember that this is normal. The habits will usually go away when your child feels safe again.

If the traumatic event is in the news, help your child cope with media coverage by limiting what they see and hear. But if your child sees some media coverage and wants to talk about it, always make time to talk and listen.

School-age children and pre-teens: helping them recover after traumatic events

Children in this age group might feel responsible for the traumatic event and have difficulty concentrating at school. They might also spend a lot of time thinking about their safety and the safety of others.

Here are some ways you can help them understand and cope with their feelings about and reactions to the traumatic event:

If your child is having trouble with separation, reassure your child that you're all safe. You can also ask your child's teachers for help with managing separation.

If your child behaves in challenging ways, explain why they're acting this way and help them find other ways to express feelings. For example, 'You slammed that door really hard. I'm guessing you're feeling angry. How about we kick the footy to get some of that anger out?'

If your child has headaches or stomach aches, help your child to care for themselves - for example, by having a glass of water and a rest. If the problem doesn't go away, it's a good idea to check with your child's GP just in case.

If your child blames themselves for what happened, you can reassure them that they didn't cause the event, and that nobody blames them for it.

Try to work through worries with your child. For example, 'I know it was scary when we had to leave home because of the fire. But remember how we followed our bushfire plan? And then people helped us know what to do next'.

Encourage your child to think about all the good things they and other people did to stay safe. This will help them to feel strong and empowered. For example, 'That car accident was very upsetting to see. You did really well to call 000'.

If your child keeps reliving the event through play or drawing, gently guide their games, drawing or story towards other things. For example, 'You're drawing a lot of pictures of our house being flooded. Many kids do that after a flood. Let's draw a picture of a new house that's protected from floods. What would that look like?'

If the traumatic event is in the news, help your child cope with media coverage by giving them accurate, age-appropriate information, plus opportunities to talk.

Teenagers: helping them recover after traumatic events

After a traumatic event, some teenagers might feel different and isolated from their peers. They might become anxious or depressed. Some might get involved in risky behaviour like drinking.

Here are some ideas for supporting your teenage child during this time:

If your child is blaming themselves for what happened, let your child know that it's normal to feel like this but that the event wasn't caused by anything your child did or didn't say or do.

If you think your child is hiding their feelings, encourage your child to express them. Let your child know that the feelings will be easier to handle over time. For example, 'I think most people are feeling pretty down at the moment. I know I am. But it's OK to feel this way. These feelings will pass in time'.

Encourage your child to talk with their friends if you feel this is a healthy outlet for your child's emotions. Sometimes your child might even prefer to talk with friends than with you, which is OK. For teenagers, good friends can be like a personal support group.

If your child is behaving disrespectfully or ignoring family rules, explain why they're acting this way. For example, 'You're shouting at me because you're really angry. How about we go for a run to get some of that anger out?'

If your child is having problems at school, talk with your child and their teachers about what has happened. Ask the school whether your child could see a school psychologist or counsellor, have more time to finish assignments or reduce their study load.

If your child is taking dangerous risks like drinking or taking drugs, talk to your family GP. It might also help to ask a relative or trusted family friend to talk with your child.

If your child wants to rush into life decisions like leaving school, let your child know that it's best to leave the big decisions until life has calmed down.

If the traumatic event is in the news, help your child cope with media coverage by talking with them about this coverage. This is especially important if they're getting a lot of information from social media. You can explain that seeing coverage of the traumatic event over and over again might make your child feel stressed or upset.

Trouble coping after a traumatic event

Recovering after a traumatic event takes time, and you and your child don't have to do it alone.

There are services that can support you. If the traumatic event happened in your area - for example, a flood or a bushfire - child care centres, schools and local councils often offer extra support.

If you have any concerns about how your child is coping, talk with your child's GP. The GP can refer you to local services and professionals who can help you and your child.

It's also good to check in with teachers and other adults around your child to make sure your child is getting the support they need.

Supporting your child after a traumatic event can be really tough. As your child's support person it's important to look after yourself. If you're having trouble coping it's important to seek help from your GP or a trusted friend. Call Lifeline on 131 114 (24 hours, 7 days) or contact a parenting helpline.

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Traumatic events: supporting children in the days and weeks afterwards

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Traumatic events include car crashes, natural disasters, unexpected deaths or diagnoses, and other sudden and shocking events. Children might react to events like these in many ways.

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Supporting Children 2-5 : Disaster & Distressing News by Raising Children (Australia)

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Supporting Children 2-5 : Disaster & Distressing News by Raising Children (Australia)

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Disaster news, distressing news events and young children

If young children are around while the radio or TV is on, they'll hear or see the news. They might hear or see the news in social media updates too, and even in newspaper and magazine images.

This means that young children might be exposed to media coverage of natural disasters and other distressing news, like bushfires, floods, earthquakes, pandemics, wars, terrorism, accidents, violent crime and more.

You can minimise the effect of distressing news on your young child. For example, you can limit how much they see and hear. And if your child is upset by something they're exposed to, talking with you can help your child cope.

Young children need to feel safe and secure to develop well in the early years. You can create a sense of safety in your family by being warm, loving and responsive. Talking with your child and helping them cope with disaster news and distressing news is part of this.

How media coverage of disaster news and distressing news events affects young children

If young children are exposed to media coverage of disasters and other distressing news events, it can affect them, even if they don't fully understand what's happening.

For example, young children might feel:

frightened by what they see or hear

upset or unsettled by the stress or distress that adults around them are feeling

worried that they or their families might get hurt

overwhelmed by constant coverage - they might even think the disaster is happening over and over again.

Young children might become more clingy, have trouble sleeping, become anxious, behave in difficult ways, or not want to be away from parents or other carers.

Young children are more likely to be affected by distressing news events if the event:

upsets their parents or carers

affects them personally - for example, if a loved one is injured or dies, or if their home, school or community is damaged

gets a lot of coverage, especially if there's graphic video of the event.

Disaster news and distressing news events affect children of different ages in different ways. You can read more about helping primary school-age children cope with disaster news and helping teenagers cope with disaster news.

Disaster news and distressing news events: limiting young children's exposure

It's good to be aware of how much news media coverage your young child is exposed to.

You can limit what young children see and hear by:

not having the radio or TV on

not using your phone to look at news coverage while your child is around

not talking about the news in front of your child.

If there's a particular disaster or event in the news - for example, a bushfire - you could think about how much coverage you need to see while your child is around. If you have the facts you need or you don't need emergency alerts, it's often best to switch off or switch to something else.

Talking to young children about disaster news and distressing news events

Talking is the best way to help when your child is aware of disaster news and distressing news events. Your child will be better able to cope if you give them accurate, age-appropriate information and support.

Here are some ideas for talking with young children about things like terrorism, natural disasters, pandemics, violent crime and other disaster news and distressing events.

Make time to talk
The best time to talk is when your child is interested or curious. So if your child asks you a question, stop what you're doing and respond. If the conversation goes on and you need to stop, that's OK. But let your child know you can talk again later, and make sure you do.

Try to talk when you and your child are relaxed and rested - for example, in a quiet and familiar place after a snack and a nap.

Find out what your child knows and explain what has happened
If your child has been exposed to media coverage of a disaster or has overheard you talking about it, they'll probably know something is going on. So it's always best to acknowledge it. If you pretend that nothing has happened, this could confuse your child and make them feel less safe.

It's a good idea to ask what your child knows. For example, 'What do you think is happening at the moment?' Your child might not have an accurate idea of what's happening, so you can correct any misinformation and give them the facts.

When you're giving your child the facts, keep it simple and brief. If you want to talk about how people are feeling, that's OK. But it's best to focus on simple feelings your child can understand.

For example, 'Yes, some people got hurt in the city today, which is very sad. They're being looked after. The police have caught the person who hurt them, so that person can't do it again'.

Try to check whether your child understands, ask whether they have any questions and answer them simply.

Check in with your child's feelings
Tune in to your child's feelings, and reassure your child if they're feeling anxious or upset. For example, 'Scary things happen in the world, but they don't happen very often. Grown-ups work hard to keep everyone safe'.

It's OK to tell your child if you're upset. But try to protect your child from your distress if possible. For example, 'Some people lost their homes today in a fire, and I feel very sad for them. But I'm OK, and it's OK to feel sad when things like this happen'.

Move on to another activity
After you've talked with your child, move on to another activity that your child enjoys - for example, drawing or reading together. This helps to shift your child's attention to something else and gives your child time to feel safe together with you.

It's natural to feel upset about disasters, terrorism, accidents and violent crime. But your child will cope better if you're coping. If you're finding it difficult, there are many people you can talk to, including your GP or child and family health nurse. You can also call Lifeline on 131 114 or call a parenting helpline.

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Disaster news and distressing news events: supporting children 2-5 years

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If young children are around while the radio or TV is on, they'll hear or see the news. They might hear or see the news in social media updates too, and even in newspaper and magazine images.

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Talking to Children About War- Barnardos

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Talking to Children About War- Barnardos

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Barnardos: Talking to Children about War

28.02.22. With news of the war in Ukraine dominating headlines, social media platforms and conversations across the country, many children are likely to have been exposed to information about the conflict. Children do not always talk about what is worrying them but they may be trying to make sense of this information by themselves and, in the absence of factual information, imagining situations to be far worse than they are. Every child is different and while some might be scared, others may not be worried at all.

Below are some strategies for talking to children about the current situation that will help to ease their concerns.

Keep calm . Check in with yourself and how are you currently feeling. When you are feeling anxious children can notice this and begin to feel stressed too. If needed, take some time to calm.

Talk to children. We instinctively want to protect children from things that might frighten them; however not talking about something can make children more scared. If children are already talking about the war, encourage them to tell you what they have heard and ask them how they are feeling. If children are showing no interest, leave them be.

Answer questions . Answer children's questions in language they will understand with a level of information appropriate to their age. Avoid sharing too much information as this can be overwhelming. If you do not have all the answers, that is ok. Tell the child you will let them know when you know.

Create a safe environment . Children need to feel safe and secure. Limit children's exposure to news reports and discuss your own worries outside of children's earshot.

Reassure them. Young children often personalise situations and may perceive the danger to be closer to home. Let them know that although war is very serious, they do not need to worry about it happening in their neighbourhood. Tell them you understand how they are feeling and reassure them that they are safe and that you are there to take care of them. It is important, however, to be realistic and not promise that no one will get hurt.

Help children find ways to express themselves. Some children may not be able to talk about their thoughts or feelings but can be supported to make sense of the world through play.

Do something positive. Encourage children to engage in activities where they can feel helpful such as drawing pictures to send to children who are living in affected areas.

Avoid stereotyping groups of people by nationality and challenge hateful talk.

Partner with parents . Share information on the discussions children are having at home and in the setting or any fears or concerns the child may have.

Children who have experienced trauma or loss may be particularly vulnerable to news of war and conflict and may need extra support.

Children with relatives in the regions impacted by conflict will also need special attention.

For further information, please contact:

Barnardos Press Office: 01 7080442 / 086 0445966

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With news of the war in Ukraine dominating headlines, social media platforms and conversations across the country, many children are likely to have been exposed to information about the conflict. Children do not always talk about what is worrying them but they may be trying to make sense of this information by themselves and, in the absence of factual information, imagining situations to be far worse than they are.

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In Mr. Allen's pre-K class, the children greet their classmates in each other's home language. Seth turns to Maryam and greets her in Arabic, "Assalamu Aliakum." Maryam very softly says back, "Hello," in English. Tarek says, "Buenos días," and Isabella responds, "Günaydın," in Turkish.

Refugee families are a part of many communities, and they bring rich cultural experiences to early learning programs. Because of the social and emotional impact that being a refugee has on young children and their families, it is important that early childhood educators create inclusive and nurturing classroom environments.

Most children who are refugees have experienced hardship and trauma, so it's vital that they feel welcomed by teachers and peers in their new classrooms. Here are some ideas to get you started.

Prepare to greet the children

Work with the class to be ready to greet their new classmate in a warm and cheerful manner and to show appreciation for the child's culture. The children can learn the new child's name and how to say a few words in his or her language. They can create welcome cards and pictures for their new classmate.

Create play experiences that do not require English

All children need opportunities to play in the classroom. If new arrivals do not speak English, it will take them some time to learn the language. In the meantime, ensure that there are games and activities available that don't require much language. Offer board games and art experiences that need little instruction (simple games, such as Candyland, and open-ended art materials). Plan activities in which children engage in creative and imaginative play using music and movement.

Here are some play-based activities for dual language learners:

Photograph all the children in the classroom. Make a copy of each photo, and play a matching game. Write the children's names at the bottom of their photos to help them recognize their own and each other's names.

Children can create their own musical instruments and form bands. Make maracas by filling plastic bottles with beans, create string instruments by wrapping large rubber bands around open shoe boxes, and use a comb and tissue paper to make a kazoo. Children can compose music together and invite their families to a gig.

Play-based activities help create an environment where children can work together without the need for frequent teacher mediation. This environment offers opportunities for children to connect and helps new classmates adjust to the classroom.

Familiarize families with classrooms

Many families-whether refugees or immigrants-come from countries where school experiences are very different from those in the United States. All parents want to be involved and support their children in their new school. But sometimes it's hard for families with little or no prior school experience within early childhood settings to understand how to begin. And it can be especially confusing for families from different cultural backgrounds, who speak another language. Consider using visuals to introduce culturally and linguistically diverse families to the school environment. (See "A Picture's Worth a Thousand Words.")

If an interpreter is available or you can communicate verbally, talk with the parents and other caregivers about what to expect. Explain classroom routines, such as arrival and departure and the daily schedule. Talk about classroom rules. Many children who are refugees have spent unstructured time in camps or other transitional settings. Help them become part of the structured classroom routine as soon as possible.

Once they spend time in the classroom and observe their children's daily activities, families will feel more at ease and will be able to reinforce those routines at home. Inviting families and caregivers into the classroom helps build home-school relationships and encourages them to be active partners in their children's education.

Connect with related community cultural groups

Many children and teachers may not have interacted with diverse cultural groups from other countries-and particularly from countries suffering through war, famine, and other crises. It's difficult to understand the experiences of children who are refugees without first understanding their home cultures. And it also helps to be aware that there are different cultural groups within every country. One resource may be individuals who work closely with refugee families in the United States. They can offer information about particular cultures and help teachers better understand the experiences of children who are refugees.

Families who have escaped horrific conditions are not always comfortable talking about political situations in their home countries. Refugee families are trying to create a new sense of peace and calm in the lives of their children. They want to preserve their children's childhood and create new memories and positive beginnings.

Meeting emotional needs

Many parents and preschools try to shield children from harmful images and experiences so as not to overburden them emotionally. However, children who have lived in war zones and other fraught settings have experienced trauma beyond their years and may become overwhelmed and emotionally vulnerable in certain situations.

With preschoolers, typical conflicts arise while sharing materials or taking turns. They may use inappropriate language when trying to resolve these conflicts. It should come as no surprise that children who have experienced trauma may have an extra-difficult time working through common classroom conflicts. It's important to guide them in successful problem solving so they learn that they will not be punished when they make a mistake or have an outburst. It also helps all children if there is a quiet space to go to calm down, like the classroom library beanbag chair.

Establish one-on-one time with children who are refugees

It's not uncommon for young children to feel lost in the classroom and to miss their families. This can be exceptionally hard for children who are refugees, because they tend to have strong attachments to their families and may have shared traumatic experiences together. One of the biggest fears many children have is losing their parents-and some may actually have lost a parent or a loved one. A few times a day, reassure children that they are safe and that their parents or caregivers will return at the end of the day. Establishing trust and maintaining a strong bond with them is key to settling refugee children in your classroom. Build with blocks or draw together during centers time. You don't need to talk much if language is a barrier.

Create opportunities for refugee parents to share their traditions

As refugee families adjust to school and their children become comfortable with their peers, you might invite the parents or caregivers to share some of their traditions, such as celebrations, music, food, native clothing, and folktales. Offer activities like creating ornaments or other arts and crafts from their home countries. Support families by gathering materials in advance, making sure that participating doesn't cause a financial burden. Celebrate all the different cultures represented in the classroom so refugee families don't feel singled out.

Final thought

You will find that refugee families are grateful and appreciate your support. They are eager to cooperate and collaborate to ensure that their children fit into the classroom and maintain their connections to their rich cultures.

Resources to Help Teachers Welcome Refugee Children and Families

There are numerous resources that teachers can use to learn about the refugee crisis, in general, and strategies that they can use in their classrooms. Those below are a starting point in understanding the needs of families who are refugees.

Association for Childhood Education International
www.acei.org

"Collaborating with Refugee Resettlement Organizations: Providing a Head Start to Young Refugees," by Lyn Morland and Tarima Levine. Young Children, September 2016, pp. 69-75.

"How to Support Refugee Students in the ELL Classroom," by Kristina Robertson and Lydia Breiseth. Colorín Colorado
www.colorincolorado.org/article/how-support-refugee-students-ell-classroom

"Teaching Refugees with Limited Formal Schooling: Classroom Supports." Calgary Board of Education, Government of Alberta, Canada
http://teachingrefugees.com/socio-emotional-supports/classroom-strategies

Visit Raising Young Children in a New Country: Supporting Early Learning and Healthy Development https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic/fcp/do..., to help you talk to families about child development, health, school readiness, and more.

A Picture's Worth a Thousand Words

Create a visual schedule of daily activities to help children and families understand what happens in a typical day in your classroom. Use photographs of circle time, read-aloud, snack, center time, and so on. Or you can print out pictures from the Internet or cut out pictures from magazines.

Discuss healthy eating and classroom routines and rules, such as hand washing before eating to keep everyone healthy. Use visuals with photographs. Or make short videos of routines such as snack time-children setting up the food, serving themselves, and clearing eating areas when they've finished.

Use visuals to explain rules about expectations for classroom behavior, such as lining up for transitions, sitting on individual carpet squares, and putting away blocks in the block area.

Photos courtesy of the author and © NAEYC/iStock

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Welcoming Refugee Children into Early Childhood Classrooms

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Refugee families are part of many communities, and they bring rich cultural experiences to early learning programs.

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Irelands Response to the Situation in Ukraine: In Ukrainian, Russian & English

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Irelands Response to the Situation in Ukraine: In Ukrainian, Russian & English

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Your business may be affected by the sanctions the European Union has adopted in response to Russia's military aggression against Ukraine or your business may wish to assist the humanitarian response through offers of employment, supplies or services.

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Ireland's response to the situation in Ukraine

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Your business may be affected by the sanctions the European Union has adopted in response to Russia's military aggression against Ukraine or your business may wish to assist the humanitarian response through offers of employment, supplies or services.

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Mother Tongues - Bilingualism: a gift that lasts a lifetime

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Bilingualism: a gift that lasts a lifetime Parents Language Explorers Mother Tongues Festival Book a talk! Impact stories Isaac’s StoryRead moreGiulia’s StoryClick HereCaoimhe’s StoryClick Here Previous slide Next slide Isaac’s Story Read More Caoimhe’s Story Read More Haniya’s Story Read More Nina’s Story Read More View all Discover more in our Learning Hub! The Learning

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A Parent's Guide To Childcare In Ireland - Russian

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A Parent's Guide To Childcare In Ireland - Russian

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A Parent's Guide To Childcare In Ireland Russian

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A Parent's Guide To Childcare In Ireland - Ukrainian

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A Parent's Guide To Childcare In Ireland - Ukrainian

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A Parent's Guide To Childcare In Ireland Ukrainian

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A Parent's Guide To Childcare In Ireland - English

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A Parent's Guide To Childcare In Ireland - English

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A Parent's Guide To Childcare In Ireland - English

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A Parent's Guide To Childcare In Ireland (English)

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Talking about conflict, war, migration

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Refugee Support Plan

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Ukrainian & English Posters for School_ Dr Tina Rae

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Supporting the Wellbeing of Children from Ukraine in your School

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Supporting Wellbeing Advice for PRIMARY Schools_ Ukraine. Dept of education