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Ukrainian EAL resources from Flash Academy

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Ukrainian EAL resources from Flash Academy

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Download Ukrainian EAL Resources

Welcome new arrivals from Ukraine into the classroom with these Ukrainian EAL resources. Your download includes a comprehensive Ukrainian EAL welcome pack, suitable for learners who are new to English in KS1-KS4, and a Ukrainian Learner Profile for teachers to use as a guide for understanding how Ukrainian differs from English in terms of grammar, pronunciation, vocabulary, and writing.

Download Now

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Welcome new arrivals from Ukraine into the classroom with these Ukrainian EAL resources. Download this comprehensive Ukrainian EAL welcome pack.

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Refugee support pack in Ukrainian and Russian from Widgit.

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We have worked with partners and volunteers across Europe to produce a set of free materials to support refugees during these difficult times.

These resources are included in a free pack which will help bridge the language barrier between Ukrainian refugees and their hosts. The pack is available in both Ukrainian and Russian, alongside the language of the host nation.

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Refugee Communication Support Pack | Widgit

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Communication boards and symbol resources designed to help bridge the language barrier between Ukrainian refugees and host nations.

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Recommendations for schools who are new to welcoming and including refugees

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Recommendations for schools who are new to welcoming and including refugees

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This document provides recommendations and actions for schools new to welcoming and including learners who are refugees

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Bilingual books and ebooks | Ukrainian and English Bilingual Books and ebooks | Childrens Books | Mantra Lingua UK

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Explore our policy recommendations for breaking down language barriers
in schools, adult education, and the criminal justice system.

View our policy work

Below are useful resources for schools welcoming newly arrived learners who speak English as an Additional Language (EAL).

Guidance for schools: written guidance

The Bell Foundation provides evidence-informed guidance to school staff about supporting provision for learners who use English as an Additional Language (EAL). Below is a selection of the most relevant documents to support schools in understanding and meeting the needs of refugee and asylum seeking children. Further guidance documents can be found on this website.

Guidance for schools: recorded webinars

To supplement the guidance pieces available on this website, there are also recordings of a number of webinars which provide further examples and useful discussions on the most impactful ways to ensure that a school can meet the needs of new arrivals.

Guidance for schools: assessment

New arrivals may have had some experience of learning English, particularly where their parents are fluent in English. Once children are settled, informal, task-based assessment provides a useful guide to the levels and types of support the learner will need to be able to develop their English language skills. A best-fit judgement of a pupil's English proficiency level can be arrived at by using an evidence-informed assessment framework, such as The Bell Foundation's EAL Assessment Framework for Schools.

Teaching strategies

The ' Great Ideas ' pages are a collection of different strategies that teachers can use in their classrooms to support learners who use EAL. Each Great Ideas page gives examples of how to use the strategies in class and links to example resources. Many of the pages also include short video overviews. Below, we have selected the most useful Great Ideas pages to help teachers support newly arrived children who are new to English.

Teaching resources

These resources showcase the Great Ideas strategies above: they support the acquisition of listening, speaking, reading and viewing and writing skills for learners who are new to English or at the early acquisition stage of English language proficiency. Each of the resources below promotes English language acquisition while being tightly linked to the English school curriculum. Each resource set includes teaching notes with ideas for using the resources in a lesson. To access and download the 150+ free resources and tools please register for a free account.

Training opportunities

The Bell Foundation offers a comprehensive programme of online courses and free expert panel webinars. To stay up to date with training opportunities, visit the events page and/or register for our newsletter.

Providing impactful evidence-informed CPD for all levels of school staff, from trainees to senior leaders, will help schools meet the linguistic and academic needs of their diverse, multilingual classrooms. Information on our upcoming courses can be found at the bottom of this page.

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Welcoming Refugee and Asylum Seeking Learners - The Bell Foundation

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Welcoming Refugee and Asylum Seeking Learners Below are useful resources for schools welcoming newly arrived learners who speak English as an Additional Language (EAL). Welcoming Refugee and Asylum Seeking Learners Download a pdf of the information and links on this page Guidance for schools: written guidance The Bell Foundation provides evidence-informed guidance to school staff ...

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This document published by UK Government provides useful information about life in UK and could be shared with newly-arrived, displaced families.

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A guide for adults who have been granted asylum in England to access public services and make the most of the opportunities in the UK.

Details

This is a guide book for adults who have been granted asylum in England to access public services and make the most of the opportunities in the UK.

Contents:

Chapter 1: Introduction to the UK

Chapter 2: Once you've been recognised as a refugee

Chapter 3: The first month

Chapter 4: Employment and benefits

Chapter 5: Housing and services

Chapter 6: Education

Chapter 7: Legal rights and responsibilities

Chapter 8: Healthcare

Chapter 9: Useful phrases, contacts and further information

We are aware this publication may have accessibility issues. We are reviewing it so that we can fix these. Read more about our accessible documents policy.

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A guide for adults who have been granted asylum in England to access public services and make the most of the opportunities in the UK.

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Guidance for learners with limited first language literacy

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Guidance for learners with limited first language literacy

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use guidance about how to support the learners when they first arrive and beyond.

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Learners with Limited First Language Literacy

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This guidance helps schools and teachers support EAL learners with limited first language literacy.

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This document provides information on differences between refugees, asylum seekers and economic migrants.

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Refugee and asylum seeking children and young people in England, like other new arrivals, are a very diverse group.

Some may arrive in the UK with one or both parents, or they may arrive in the care of older siblings, relatives or customary care givers. Some children may arrive alone as unaccompanied minors. Some, but not all, will have experienced conflict and other traumatic experiences.

Asylum seekers, refugees and economic migrants: What is the difference?

An asylum seeker is a person who has fled from their home country in search of safety and who has applied for political asylum in another country

An unaccompanied asylum seeker is a child who arrives aged under 18 without an adult who is responsible for them; children can therefore be asylum seekers in their own right

A refugee is a person whose application for asylum has been accepted and who has been granted refugee status in the UK. Refugees have often fled their home country and are unable to return there owing to a well-founded fear of persecution for reasons of race, religion, nationality, sexuality, membership of a particular social group or political opinion.

An economic migrant is different from a refugee. Economic migrants have chosen to leave their country for work or educational purposes and have not necessarily had the traumatic experiences that some refugees may have faced.

Rights and entitlements of asylum seekers and refugees in England

Education

Asylum seeker and refugee pupils aged 5-18 have exactly the same entitlement to full-time education or training as other pupils in England and economic migrants. This rule applies equally across local authority schools, academies and free schools.

Claiming asylum

The following organisations can provide a wealth of information on claiming asylum:

Providing a welcome for asylum seeking and refugee pupils

Advice on this website and the further resources signposted should provide the confidence and knowledge needed to welcome asylum seeking and refugee pupils into school. In particular, please visit the New Arrivals page which provides general advice for international new arrivals, with additional information available for asylum seeking and refugee pupils specifically.

Build staff knowledge

Brief all staff with clear, factual information and guidance before the refugee pupil starts school. Find out as much information as possible about the reasons the refugee family may be fleeing and about the country of origin, languages spoken and education systems experienced.

Review systems, policies and messages within the school

Establish effective systems for sharing key pupil information within the school, as well as between school and home, taking into account that parents may not speak, read or write English yet; make sure that all communications are written in clear simple English

Ensure the New Arrivals Induction Policy is up to date and includes specific statements about refugee and asylum seeking pupils. Evaluate all school policies to check they are inclusive of asylum seeking and refugee pupils, starting with the policies on inclusion, equality, anti-racism, bullying and Special Educational Needs and Disabilities (SEND).

Some schools with high numbers of pupils may need to draw up a specific asylum seeking and refugee policy as well as add related sections to other policies. Consideration should be given to writing an EAL or language policy for the school if it does not already exist

Use the school website, newsletter and any other vehicles to communicate to all readers that the school welcomes all children and values the contributions they can make. Give a clear message that the school operates an inclusive school environment. Pupils should be prepared, through assemblies or PSHE work, and through engagement in national annual events, e.g. Refugee Week (held in June), and local refugee community events too.

Explore help available

Find out about any support available locally for refugees and their families from charities, community groups and voluntary agencies.

Admission and induction arrangements for asylum seeking and refugee pupils

Admission and induction arrangements for asylum seeking and refugee pupils should be in line with the school's New Arrivals Induction Policy for all new pupils - please see the New Arrivals page. However, due to the specific experiences which refugee and asylum seeking pupils and families are likely to bring with them, it is recommended that particular attention is paid to the following actions.

Admissions meeting

Arrange for a professional, independent interpreter to assist in the admissions meeting, ensure that they understand the family's context, including being mindful of the local context in the country of origin. The ethnicity/dialect of the interpreter should be the same as that of the family where possible and not from an ethnicity in current conflict in the country of origin.

If the new pupil is an unaccompanied minor, invite the 'designated teacher' for looked-after children to the admissions meeting and fully involve them in any subsequent meetings

Aim to establish an ethos of trust and partnership from this first meeting. Explain why questions are being asked, as many parents of asylum seeking or refugee pupils may have prior experience of interrogation by officials.

Clarify any entitlement to uniform grants, Free School Meals, transport etc. and ensure the family are aware that the child is entitled to a free ear, sight and hearing test. The family can be asked if they receive benefits or asylum support vouchers.

Request proof of date of birth which is required by the school. Passports or immigration documents are not required; if necessary, the Home Office will 'age' a child.

Share information about any local agencies and community organisations that help asylum seeking and refugee children and families

Induction programme

Refugee and asylum seeking pupils will need a robust induction programme in order to thrive; the Foundation recommends the PAWS model which can found on the New Arrivals page.

Curriculum access and provision

Every child under 18 has an entitlement to access education or training, though often asylum seeking and refugee children have had an interrupted education. Some will have never attended formal education or have limited literacy in their first language, so the school might need to take steps to make the mainstream curriculum accessible for them. Students who are not literate in their first language need rapid intervention to learn to read and write in English, especially at secondary school; please see the ' Learners with Limited First Language Literacy ' page for further information.

A new refugee or asylum seeking child is likely to need EAL assessment and support; please see the ' How do I Assess an EAL Learner ' page. Any materials used to support language and literacy development need to be age-appropriate for pupils. When not in time-limited induction lessons, the refugee or asylum seeking child should join mainstream lessons and should not be placed in SEND classes or special provision for excluded pupils. Initial placement in a low ability set should be avoided, unless the learner has identified learning difficulties, as these learners tend to do better when working with their intellectual peers, and those who can provide good linguistic and behavioural models.

Post 16, rules around eligibility and fee remission for asylum seekers and refugees are complex and subject to frequent change. An asylum seeking or refugee pupil may require assistance accessing the most up-to-date information.

Pastoral care

Asylum seeking and refugee children and young people are a very vulnerable group, who may experience emotional or mental health problems, discrimination and racism. Pastorally, the school's first aim is to provide a safe and supportive environment for a refugee or asylum seeking child, both physically and emotionally.

Many refugees have come from unstable social situations and may have high levels of anxiety or emotional distress as a result of the trauma of leaving their home country and their initial experiences of the host country.

Some asylum seeking and refugee children may exhibit behaviour which can be related to their recent experiences. These behaviours can be disruptive, emotional, social or learning-related. Such behaviours are equally associated with SEND and mirror other social, emotional and mental health difficulties, making it difficult to determine the cause and provide the right support. It is important to make contact with the right agency locally to seek support in these situations.

Asylum seeking and refugee children can experience racism, bullying and discrimination within and outside school. Ensure that pupils and staff are clear that this is unacceptable and that they must report any incidents. Make it clear what constitutes unacceptable behaviour.

Be alert to the needs of school staff, who may not be skilled and knowledgeable in meeting the needs of asylum seeking and refugee pupils. Be ready for questions and reply honestly. Do not be afraid to say 'I don't know but let's find out'. Further sources of information as well as training and development routes can be found on this website.

Working with parents and the community

Parents of refugee or asylum seeking children may have particular support needs. These are some common areas requiring help and guidance:

The English language

Understanding the school system

Dealing with officialdom

Social isolation

Further advice and guidance is available on the Parental Involvement page.

What can schools do?

Make asylum seeking and refugee pupils feel that they have a real contribution to make to school life

Be approachable, especially reception staff in the school office

Treat refugee parents' questions, views and concerns seriously and with respect

Establish strong links with agencies or other groups that work locally with refugees

Further resources
Links to websites which provide factual information and advice. on asylum seekers and refugees:

The Refugee Council website

Guidance on welcoming, admission, induction and peer support for asylum seeking and refugee children from NALDIC

A detailed explanation of the asylum seeking process can be found at Asylum Aid

Foundation House is an Australian website which details a set of strategies for dealing with some of the common behaviours of refugee children in the classroom

South East Grid for Learning (SEGfL) provide a free online tool which can be used by schools to support the induction of newly arrived pupils. It is currently translated into 17 languages.

Links to websites with teaching resources:

BBC Schools have produced a series of five short animated films describing the experiences of five asylum seeking children: Seeking refuge

New Arrivals Excellence Programme: Guidance and resources for meeting the needs of new arrivals in Primary and Secondary schools (2007 DCSF)

Channel 4's Two Billion Miles interactive video, shares stories of refugee and migrant journeys with teaching resources

A Guardian article with links to pupil resources for KS1-5

An Oxfam site which includes presentations and lesson plans

Schools of Sanctuary celebrate good practice in schools that welcome asylum seeking and refugee families into their community and foster a culture of inclusion for all. Information about becoming a school of sanctuary and resources to use with pupils.

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Refugees and Asylum Seekers - The Bell Foundation

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Refugees and Asylum Seekers Refugee and asylum seeking children and young people in England, like other new arrivals, are a very diverse group. Some may arrive in the UK with one or both parents, or they may arrive in the care of older siblings, relatives or customary care givers.

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Super resource for building relationships with parents and how to explain our school system.

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This page includes a range of guidance for parents of EAL learners, available in a range of languages including Ukrainian, Pashto and Chinese.

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This guidance can be translated to numerous languages on the website.

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Winter bugs and viruses are usually mild, but can sometimes become more serious, particularly in younger children or if an infection spreads to a vulnerable family member. It can be hard to know what to do when your baby/child is ill and when you can manage this at home or need to see a doctor or nurse for more help.

With the cost of living rising, keeping your home as warm as you usually would in winter may be a worry for you. Living in a cold home could lead to an increased risk of illness or make a current health condition worse. This page has information to help you find agencies and schemes that can provide support if you are struggling to heat your home this winter and tips for staying warm.

Common Winter Illnesses

Advice, guidance and support to help families with the common winter illnesses that children might get.

Preventing Winter Illnesses

Vaccinations Washing Hands & Covering Coughs or Sneezes Attending School or Nursery

Select an option

Vaccinations

Washing Hands & Covering Coughs or Sneezes

Attending School or Nursery

Vaccinations

Getting your child vaccinated is the best way of protecting them from different illnesses. In recent years there has been a drop in uptake levels of children getting their routine vaccines. It's never too late for children to catch up on their childhood vaccines, even if they have missed them in the past, or you are unsure about your child's vaccination history.

Check your child's red book or contact your GP to make sure that they are up to date with all of their vaccines.

Getting vaccinated will not only protect your child but also protect others, by stopping outbreaks in nurseries and schools, and reducing the risk of spread to your family and friends. It may also help you avoid having to take time off work or arrange alternative childcare as a result of your child getting ill.
Read more about childhood vaccinations

Washing Hands & Covering Coughs or Sneezes

Some illnesses such as coughs, colds, or tummy upsets can spread from one person to another very easily. There are some simple things that you can do to reduce the risk of this happening.

The most important thing is to teach your child to always wash their hands well, using hot water and soap, using a tissue to catch coughs and sneezes, and keeping away from others when feeling unwell. This will help to reduce the risk of picking up, or spreading, infections.
Read about hygiene

Attending School or Nursery

Depending on the type of infection your child has, it may be best to keep them off school or nursery. If your child is infectious, there is a risk they could pass it to others in their school or nursery, or amongst other members of your family.

If your child has mild respiratory symptoms, like a runny nose, sore throat, or slight cough but are otherwise well, they can continue to attend their school or nursery.

If your child has a tummy bug with vomiting and/or diarrhoea, keep them off for 48 hours after symptoms have stopped.

Keeping Warm This Winter

Keeping your house a warm temperature is important. Your main living room should be around 18-21°C with the rest of the house at least 16°C. If your home falls below these temperatures or if you are struggling to keep your home warm, please see the tips below that may help.

Local Help & Support

For more detail on what local support you can receive in your area, choose an option below.

You can speak to any professional working with your family, they will be able to support you to access the help you need.

If you or someone you know is facing hardship and needs support now, they can access support from the Norfolk Assistance Scheme or by calling 01603 223392 (Option 5). They can help provide food, clothes and other essential household items to families in need.

If you live in Suffolk you can access support from the Suffolk Local Welfare Assistance Scheme. They can provide financial support, advice and guidance.

You can also contact the Healthy Child Programme by calling Just One Number on 0300 300 0123 or texting Parentline on 07520631590. Our opening hours are 8am-6pm Monday-Friday (excluding bank holidays) and 9am-1pm on Saturdays.

If you are 11-19 you can text ChatHealth on 07480635060 for confidential advice from one of our team.

You can speak to other Norfolk parents and carers by clicking our online community forum below.

Ready for Winter Webinars

These webinars will support you to think about how to care for your child at home, when you need to call a GP/111 or when you may need to access emergency care. Signposting to organisations that can help you with winter costs will also be shared.

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Here at Just One Norfolk, we are dedicated to providing children and young people's health services to the community. Find out more about our services

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STAR is the national network of students building a more understanding and just society where refugees are welcomed and can thrive in the UK

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STAR is the national network of students building a more understanding and just society where refugees are welcomed and can thrive in the UK

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HOME

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Information on university scholarships available for asylum seeking and refugee young people.

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Studying at university has helped me learn more about something I enjoy and develop transferable skills. It has also connected me more to my local community and helped me integrate into a new society.

AbdulRahman

BEng (Hons) Aeronautical Engineering

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Studying at university has helped me learn more about something I enjoy and develop transferable skills. It has also connected me more to my local community and helped me integrate into a new society. AbdulRahman BEng (Hons) Aeronautical Engineering

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Helping children cope after a traumatic event

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Helping children cope after a traumatic event

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This support for parents and teachers is downloadable in many languages.

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Find out more about the scheme from our One Minute guide

Young Interpreters Scheme - Norfolk Schools and Learning Providers - Norfolk County Council

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The EAL/EDC Advisory Service would like to invite your school to take part in the Young Interpreters Scheme which we are setting up in Norfolk, in collaboration with Hampshire EMTAS who designed the initial scheme.

What is the Young Interpreters scheme?

The scheme is aimed at Primary and Secondary school children, and involves a group of pupils who have an empathetic outlook in welcoming new arrivals to the school and supporting them during their induction period, as well as with ongoing social situations around school.

Most of the participants have another language and can act as an "interpreter", showing the child around, explaining cultural differences, how school procedures work, etc. They are a friendly face to help out during those first few weeks.

Some Young Interpreters may be monolingual, but have an understanding and compassionate manner and the scheme allows them to be acknowledged for their willingness to help. The Young Interpreters involved also feel as though their language skills and abilities are being utilised and valued.

The school, through the Young Interpreter Scheme, undertakes to train the young people using the resources provided, ensuring safeguarding protocols are met, for example using Language Line or other INTRAN services to interpret personal data, difficult situations etc, not the young people.

Often the Young Interpreters meet together to prepare resources that can help a new arrival such as maps of the school site, useful visual, translated lists for science or maths, etc, list of clubs, and other useful resources.

Cost

The scheme is fully funded for the 2023/2024 academic year.

Information session

We are planning further sessions for you to find out more about the scheme and hear from Norfolk schools who have already set this up. Please keep an eye on this section for future information session dates.

Contact

For further details contact inclusionandsend@norfolk.gov.uk

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JAMIE SPURWAY: There have been mass movements of refugees many times before. The World Wars saw tens of millions fleeing their homes. The partition of India and Pakistan, the independence of Bangladesh, the Rwandan genocide, and civil conflicts around the world have all created refugees and there are millions. They are a massively diverse group, speaking many languages, of age, religions, and ethnicities, men and women, young and old, rich and poor. In many ways, they may have nothing in common except the fact that they have had to leave their home, a decision that nobody takes lightly and one that impacts on every aspect of their lives.

Many flee war, while others flee a risk of violence that is specific to them, their families, or the group they're perceived to belong to. Critical to understanding this group of people is a recognition that they are not unusual. Refugees are ordinary people in extraordinary circumstances. In recent years, we've been inundated with images of refugees fleeing conflict and persecution in countries like Syria, Afghanistan, and Eritrea. There is a situation of humanitarian crisis in many of the countries that refugees currently flee to. DR.

MARTA MOSKAL: In the current massive increase of refugees flows that have been perceived as a refugee crisis. Skill needs are changing rapidly, calling for updated training within a more comprehensive and interdisciplinary approach, combining the principles of psychological well-being, intercultural communication, and interpretation, conflict and crisis management in the reality of and in the work with refugees. DR.

GIOVANNA FASSETTA: Cultural mediators hold a central role in addressing the needs of refugees and asylum seekers in the context of the current humanitarian crisis in Europe. Cultural mediators are directly involved in the facilitation of relations between newcomers under civil society, working towards the mutual exchange of knowledge and towards establishing positive relations between individuals from diverse cultural backgrounds and ethnic origins. This course aims to address the needs of interpreters, NGO practitioners, volunteers, refugees, researchers, and students. It will develop a set of skills needed to respond to this humanitarian crisis, which will include group management, intercultural communication, conflict resolution, counselling, and negotiation. DR.

MARTA MOSKAL: The course is informed by a variety of resources developed by the Erasmus+ Reculm project consortium based in four European countries, the United Kingdom, Greece, Italy, and Spain. The course develops over three weeks. But attendance is flexible and self-paced. We look forward to working with you online.

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Working Supportively With Refugees - Online Course

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JAMIE SPURWAY: There have been mass movements of refugees many times before. The World Wars saw tens of millions fleeing their homes. The partition of India and Pakistan, the independence of Bangladesh, the Rwandan genocide, and civil conflicts around the world have all created refugees and there are millions.

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Information from Refugee Education UK

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Information from Refugee Education UK in collaboration with Unicef

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How to support transitions to FE

Advice sheets for schools

Advice sheet for sixth forms and colleges

​

How to support transitions to HE

Advice sheet for sixth forms and colleges

Advice sheet for universities​

​​

Practitioner advice sheets

Developed with Unicef UK, REUK's set of advice sheets is designed to help practitioners better support refugee and asylum-seeking young people's education. These advice sheets offer practical tips and guidance for individuals and education institutions for overcoming the challenges that young refugees and asylum seekers face during the transition to further education (FE) and higher education (HE).

REUK has developed a further three advice sheets in collaboration with Unbound Philanthropy to support education practitioners in facilitating refugee access to schools and promoting education progression.

REUK's and Unicef's full research report

The advice sheets linked draw on our recent research study with Unicef UK. The full research examines the factors that hinder and support education transitions to further and higher education for young refugees and asylum seekers in the UK. It draws on the experiences of more than 500 refugee and asylum-seeking young people and practitioners from three new data sources: interviews with experts and practioners in England, interviews and focus groups with refugees and asylum-seeking young people, and anonymised data from REUK's education programmes.

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Refugee Education UK | Advice sheets for practitioners | Resource 01 |

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​Developed with Unicef UK, REUK's set of advice sheets is designed to help practitioners better support refugee and asylum-seeking young people's education. These advice sheets offer practical tips and guidance for individuals and education institutions for overcoming the challenges that young refugees and asylum seekers face during the transition to further education (FE) and higher education (HE).

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An animated documentary which tells the story of 10 year old Ali from Afghanistan.

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An animated documentary which tells the story of 10-year-old Ali from Afghanistan. As the war in Afghanistan escalated, Ali fled with his grandmother to Britain and was separated from his parents who were unable to leave. This film explores the pain of his separation, as well as what it was like to live in a foreign country where he did not speak the language and without knowing whether his parents were still alive.

Despite now having contact with them, Ali and his parents have still not been reunited. Ali describes his hopes of one day seeing them again.

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BBC Two - Seeking Refuge, Ali's journey from Afghanistan (animation)

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The story of 10-year-old Ali from Afghanistan, who fled the country with his grandmother.

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How schools can support the language needs of refugees from Afghanistan.

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How schools can support the language needs of refugees from Afghanistan.

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A blog looking at Afghanistan specific language needs.

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Blog: The three admission phases for new arrivals using English as an Additional Language (EAL)

This post gives some practical advice on meeting the needs of EAL learners who are newly arrived from abroad.

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Blog: How schools can support the language needs of refugees from Afghanistan

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Free guidance and resources for school staff who are welcoming refugees from Afghanistan and who may have limited proficiency in English.

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This post is a summary of a recent webinar, hosted by The Bell Foundation and presented by the charity Refugee Education UK, which gave guidance and practical strategies to teachers on how to support Afghan refugee children in schools.

Key sections in this article:

The webinar hosted by The Bell Foundation was presented by Katie Barringer, Head of Educational Progression at Refugee Education UK (REUK) and her colleagues, Hamid Khan, Education and Welcome Project Officer, and Ehsan Habibi, Further Education Project Co-ordinator.

REUK is a UK charity that equips young refugees to build positive futures by thriving in education. REUK has built up extensive Afghan-specific experience, including supporting Afghan refugees in the UK, monitoring and analysing outcomes for returned young people in Kabul, and doing research for the UN on the links between education and integration for young Afghan refugees.

Katie began with an overview of the displacement and educational experiences that Afghan children are likely to have had before reaching the UK. Next, she identified the most common wellbeing and educational challenges that Afghan children face in the UK. She outlined strategies that teachers can employ to welcome and support their new learners, and she provided information about additional support and resources that teachers can access.

What are Afghan children likely to have experienced before reaching the UK?

1. Displacement

Recent events in Afghanistan led to a very rapid, unprepared, and traumatic displacement experience for many Afghan families. For some, this displacement has come on top of decades of hardship. Their dramatic uprooting has caused some refugees to experience acute psychosocial and health challenges. Once in the UK, families have been housed in bridging hotels, where many still remain. Resettlement plans are uncertain, so teachers can expect a lot of movement of children between schools as their families are resettled or find alternative accommodation.

2. Education

Research has shown that school attendance and completion rates in Afghanistan are relatively low, particularly for girls, and particularly at secondary level. Schooling in Afghanistan has three key characteristics:

Afghan schools have single sex classrooms, so children may feel some discomfort in mixed classrooms.

Afghan schools have a shorter school day, so children might find long days here tiring.

Afghan schooling has a teacher-centred pedagogy, based on rote learning and memorising, so children may feel unprepared to participate in discussions or to express their ideas and opinions.

These features mean that adjustments to UK schooling are difficult, and to illustrate this, Katie shared a contribution from a young refugee, Salma, who came to the UK in Year 10 and is now at university. Salma urged her audience to give young Afghan refugees time to find their voice, to harness their thoughts, and to develop their many talents. Salma's success in education highlights the potential that refugee children have for high attainment.

What are the common challenges Afghan refugee children experience in UK schooling?

Katie identified two types of challenges - academic and wellbeing - and stressed that these overlap and interact with each other.

1. Wellbeing challenges

Four key experiences help to explain the behaviours that Afghan refugee children might exhibit:

Trauma and distress from the past, for some going back many years;

Trauma of the present: the destabilising effects of being in a new country and living in a hotel indefinitely with no sense of a settled future;

Grief for what they have lost and anxiety over those they have left behind;

Isolation and loneliness as they struggle to adapt to a new country and culture.

Teachers are likely to see the following behaviours at school:

The fight-or-flight response occurs when previous trauma and related triggers cause reactions that flood the body with adrenaline and shut off the thinking part of the brain, inhibiting the ability to learn. The fight reaction can cause children to lash out at others or to internalise their feelings and report that they feel pain.

The flight mechanism can lead to children becoming withdrawn and disconnected from what is going on around them.

Children can also struggle to concentrate and be distracted easily.

Children will struggle to sleep and be tired, or fall asleep at school, or come to school late.

Children may exhibit visible distress at school.

2. Academic challenges

Katie identified the following challenges that will be visible in the classroom:

Most obvious will be the language barriers and the lack of resources for English as an Additional Language (EAL) support.

Children will be adjusting to a new curriculum and different teaching and learning styles.

Some children will have special education needs and these may be difficult to diagnose and address.

There are challenges outside of the classroom that impact on academic success:

Home environments: Hotel accommodation (but also more permanent homes) may have limited or no internet and computer access, and limited space for completing homework.

Lack of parental support and engagement: Parents may not be able to support their children's learning because of language barriers or stress, for

Poverty: Limited financial resources may impact on nutrition, and the ability to buy uniforms and pay for extracurricular activities.

Despite these challenges, Katie stressed that she and her colleagues see resilience, determination, and a sense of hope as they work with young Afghan refugees.

How can teachers address the challenges Afghan refugee children face?

1. Guiding principles for working with Afghan refugee children in schools

Katie identified five key principles to guide work with Afghan refugee children:

Build trust and have patience. Taking time to do this will help children and their families feel welcome.

Look beyond the behaviour. Solutions to problem behaviour are best sought in collaboration with other staff.

Recognise that language ability is not an indicator of academic ability or talent. Katie stressed that teachers should guard against seeing the struggles a child may have with English as an indication of their academic potential. Many of the children will have academic gifts and other talents in music or art, for example.

Grow children's compassion and world view. Refugee children bring opportunities for building compassion and knowledge about the world among their classmates.

Recognise resilience and adopt an assets-based approach. Refugee children bring value to schools, for example by raising aspirations in the whole student body. In addition, they are multilingual and have linguistic resources in the languages they know that teachers can use as a foundation for their learning of English and learning through English.

With these principles in mind, Katie set out practical approaches, while stressing that teachers will need to tailor these approaches to fit their own context.

2. Practical approaches for supporting Afghan refugee children in schools

Strategies to cope with children in the fight-or-flight response:

Maintain calm, use a gentle voice, and move slowly.

Create a safe place, like a quiet room, where the child can recover.

Set simple manageable tasks that help to settle anxiety.

Strategies to help children adjust, by making sure they can be heard:

Move to a quiet space and listen carefully so that the child can feel they are heard.

If the demands on the teacher are too great, make use of referrals to other staff, such as the safeguarding officer or to outside services if a child has shared information that needs to be acted upon.

Katie advised teachers to be aware of topics that children might find too upsetting to talk about, that might trigger anxiety, such as their trip to the UK, or their family in Afghanistan, about whom they may be very worried, for example.

3. Practical interventions for supporting children

Peer support: As Katie explained, research has shown that peer support strategies, such as 'buddy systems', can help refugee children to settle in their new school environments. For Afghan children, buddies should ideally be of the same sex, speak a similar language, and most importantly be welcoming.

Period of adjustment: New children will need to know and understand the school and classroom rules, they will need information about key aspects of the school day, such as the timetable, the register, and what clothes or kit need to be worn at what times, and they will need to understand the school's expectations regarding behaviour. Teacher and classroom changes should be kept to a minimum and families should be informed of upcoming events and outings. Ehsan explained that older children who have had little or no schooling will need a period of grace as they learn to concentrate for longer periods. He suggested that teachers find out what their pupils are interested in to help connect them to learning and added a reminder that all children have background knowledge that teachers can draw on.

Pastoral care: Children should know who they can turn to if they need help and be linked to a school counsellor, or other support staff member, or to an external provider if necessary.

Welcome and inclusion: Creating an inclusive environment also means being aware of cultural and religious priorities, such as recognising Islamic holidays and providing halal food. Schools can enhance their messages of welcome by having signs and messages in Pashto and Dari, the two main languages of Afghanistan, and teachers should strive to pronounce children's names accurately. Photographs in the classroom of the previous Afghan flag, and of historical sites such as the Buddhas of Bamiyan and the Darul Aman Palace will help to comfort and welcome.

Language support: Language is a key pillar of refugee children's welcome and educational support. The Bell Foundation provides extensive support in the form of courses and other resources for teachers who work with children who use EAL (see the links below), as does NALDIC, the national subject association for EAL. Teachers can set up lunch or after-school groups for refugee children to participate in and draw on members of the local refugee community to support classroom work, including translating.

Extra academic support: REUK runs a mentorship programme in London, the West Midlands, East of England, and Oxford, with children aged 14-plus, who receive help with their homework. There are similar projects run by other organisations in other parts of the country.

4. Practical interventions for supporting parents

Language support: Pashto and Dari speakers, who speak good English, could be approached to assist at parents' evenings. Teachers can use Google Translate on a tablet during a meeting with parents and arrange for newsletters and messages to parents to be translated. This will help families to feel seen, included, and valued in the school community.

Helping families adjust: Organising a tour of the school for new families, with translation, and making sure that families understand the new and unfamiliar aspects of UK education, including its compulsory nature, will help to ease the difficulties of the transition. The Bell Foundation provides an 'About the English Education System' guidance document which is available in 22 languages including Dari and Pashto (see the links below). Schools could help families to fit in socially by connecting them with others in the community, and giving them information about helpful social groups, like mother and toddler groups.

Technology support: Refugee families are likely to struggle with the various digital platforms that schools use to communicate information, so sessions to offer basic skills such as how to log on will be necessary.

Signposting to further support: Teachers and schools are not alone in their efforts to welcome and support refugee children and their families, and schools can point families in the direction of other organisations who do work with refugees, for additional help and guidance.

A note on self-care

Katie reminded the audience that working with refugee children, especially those who have experienced trauma, can be emotionally draining. She urged teachers to look after their own wellbeing, to recognise the warning signs of the strain of experiencing vicarious trauma, and to take steps to access support from others.

What further information and training can teachers draw on?

REUK offers the following:

Training;

Resources in Pashto and Dari, and Ukrainian, for teachers and young people;

Hello apps, for general enquiries;

A welcome team for newly arrived Afghan and Ukrainian refugees.

Teachers can follow REUK on Facebook, Twitter and Instagram and subscribe to their newsletter. Access their website here: Refugee Education UK | Home | London (reuk.org).

The Bell Foundation offers the following:

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How to support Afghan refugee children in schools

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This blog gives guidance and practical strategies to teachers on how to support Afghan refugee children in schools.

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Afghanaid has produced this information on culture in Afghanistan.

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Afghanistan is rich in traditions and customs, and has long been a melting-pot for an array of ethnic groups and cultures. The country is geographically positioned at the meeting point of 4 major cultural areas: the Middle-East, Central Asia, the Indian subcontinent and the Far-East.

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This is a recording of a webinar held in partnership between City of Sanctuary and Refugee Education UK. There are also links to resources.

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On Wednesday 3rd November the Schools of Sanctuary Team at City of Sanctuary UK held a webinar in partnership with Refugee Education UK to help schools meet the needs of newly arrived Afghan students that arrive in their community. This event brought together around 120 participants from across the UK with many others asking for details of the recording and powerpoint. This level of interest exemplifies how schools are committed to proactively welcoming students from sanctuary seeking backgrounds and preparing for their arrival in order to best support them in school and with their transitions to life in the UK.

In the event, Catherine Gladwell, Chief Executive at Refugee Education UK, drew from recent research on the displacement of young Afghans to explain the educational implications for students with a focus on barriers to their progress and achievement. She then outlined practical strategies schools/teachers can adopt to overcome these challenges and shared details of their existing and latest resources that can help schools engage with Afghan families and develop their policies and practices.

Presentation
If you attended the event or watch the recording, we would be very grateful if you could complete Refugee Education UK's survey for training participants that will help them to improve future training and help them to understand the impact of their training. As we consider potential events for 2022, any feedback or suggestions would be gratefully received: please contact [email protected] .

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Supporting Afghan Students in Schools - Recording and Resources

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Building a culture of hospitality for people seeking sanctuary

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Education welcome pack in Dari and Pashto

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Education welcome pack in Dari and Pashto

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Supporting Afghan children in schools

This section is for education professionals in the UK who are supporting young Afghans. Read Azad's blog or listen to Salma's voice note to understand the important differences between education in Afghanistan and the UK.

A brief experience of the education system in Afghanistan.

I am writing as a young person who has the experience of going to school in Afghanistan and have also the experience of education in the UK.

Both these experiences have given me the ability to distinguish educational system both in the UK and Afghanistan. To give you a concise idea that how educational system works in Afghanistan. I will try to walk you through a day in the school back in Afghanistan.

Usually, the school day is short, and it is not more than four hours a day. A student starts their day by coming to school, most of the time not having a break, listen to the teacher for whole four hours.

There is less teamwork provided by teacher in the class. On the same time, you don't have the opportunity to engage with opposite gender. You sit in single gender class where the method of teaching is more teacher centred. This means that you have less opportunity to engage with teacher or with other students. This method will not allow you to criticise or question what you have been told by your teacher.

Your class is not provided by any IT system and everything should be written by hand. So, students are less likely to engage with IT to support their studies. Also, the interaction and relationship between you and your teacher is quite strict, tough and closed. Teachers must respected and shouldn't call by their name. Rather, you should use the title Mr, Ms, or the word Respected Teacher. You will leave the class and be told to memorise the lesson for tomorrow.

Whereas, in the UK, the method of teaching is student centred, class are mix gender, you have access to IT and you have the opportunity to easily engage with your teacher. Teachers here should remember that refugee students from Afghanistan are vulnerable and need more support in time to adapt to the new system. They need to be provided with IT knowledge, with the skill of teamworking and be supported in terms of engaging with other students. Teachers should be more approachable towards them. This will give them the opportunity to interact back with the teachers.

What are the differences between the education systems in the UK and Afghanistan? By Salma.

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Refugee Education UK | Welcome to the UK!

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This page includes useful resources for learning English, managing wellbeing and accessing and becoming comfortable with the education system. Our welcome packs are also linked here.

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Education welcome packs in Ukrainian from Refugee Education UK

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Supporting Afghan children in schools

This section is for education professionals in the UK who are supporting young Afghans. Read Azad's blog or listen to Salma's voice note to understand the important differences between education in Afghanistan and the UK.

A brief experience of the education system in Afghanistan.

I am writing as a young person who has the experience of going to school in Afghanistan and have also the experience of education in the UK.

Both these experiences have given me the ability to distinguish educational system both in the UK and Afghanistan. To give you a concise idea that how educational system works in Afghanistan. I will try to walk you through a day in the school back in Afghanistan.

Usually, the school day is short, and it is not more than four hours a day. A student starts their day by coming to school, most of the time not having a break, listen to the teacher for whole four hours.

There is less teamwork provided by teacher in the class. On the same time, you don't have the opportunity to engage with opposite gender. You sit in single gender class where the method of teaching is more teacher centred. This means that you have less opportunity to engage with teacher or with other students. This method will not allow you to criticise or question what you have been told by your teacher.

Your class is not provided by any IT system and everything should be written by hand. So, students are less likely to engage with IT to support their studies. Also, the interaction and relationship between you and your teacher is quite strict, tough and closed. Teachers must respected and shouldn't call by their name. Rather, you should use the title Mr, Ms, or the word Respected Teacher. You will leave the class and be told to memorise the lesson for tomorrow.

Whereas, in the UK, the method of teaching is student centred, class are mix gender, you have access to IT and you have the opportunity to easily engage with your teacher. Teachers here should remember that refugee students from Afghanistan are vulnerable and need more support in time to adapt to the new system. They need to be provided with IT knowledge, with the skill of teamworking and be supported in terms of engaging with other students. Teachers should be more approachable towards them. This will give them the opportunity to interact back with the teachers.

What are the differences between the education systems in the UK and Afghanistan? By Salma.

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Refugee Education UK | Welcome to the UK!

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This page includes useful resources for learning English, managing wellbeing and accessing and becoming comfortable with the education system. Our welcome packs are also linked here.

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Information from Welcoming Committee for Hong Kongers

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Information from Welcoming Committee for Hong Kongers

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New research suggests schools have played a positive role in integration
A new report, New in class: How schools can help children and families from Hong Kong to settle and integrate, gainedthe perspective of schools to understand more about how they are welcoming and integrating children and young people from Hong Kong.

The research finds that schools in England could do more to help newly-arrived children from Hong Kong to settle and integrate. While support varies from school to school, it also highlights examples of best practice to help schools welcome Hong Konger children.

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New in class: How schools can help children and families from Hong Kong to settle and integrate - WelcomeHK

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The research finds that schools in England could do more to help newly-arrived children from Hong Kong to settle and integrate. While support varies from school to school, it also highlights examples of best practice to help schools welcome Hong Konger children. by Thomas Benson Heather Rolfe

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International Rescue Committee's information on helping Syrian children.

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International Rescue Committee's information on helping Syrian children.

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Millions of children are caught in the crossfire of more than five years of civil war in Syria. Millions more have fled to safety in neighbouring countries and Europe, but face an uncertain future.

The International Rescue Committee is working on all fronts of the crisis to provide children and their families with lifesaving health care and emergency aid, help coping with the trauma of war and the loss of loved ones, and educational opportunities that enable them to create a brighter future.

Syrian schools have been damaged and destroyed in the fighting, interrupting the education of 2.7 million children. The IRC is running classes and providing other educational support to thousands of children in camps and communities in Syria.

The IRC provides lifesaving support to over 700,000 children trapped by violence inside Syria, pairing health care and emergency cash for families with counselling and safe spaces where kids can play and learn to heal.

More than 3,000 Syrian children have crossed into neighbouring Jordan on their own since 2012. A team of 64 IRC aid workers at the Azraq and Zaatari refugee camps welcome and care for unaccompanied and separated children, try to locate their relatives and, if necessary, identify potential foster parents.

In Jordan, problems such as high unemployment rates is being made worse by the ongoing refugee crisis. Syrian refugees struggle to earn a living, keep their children in school, and get adequate food and health care. The IRC is reaching children and families with critical aid.

Lebanon has no formal refugee camps, and Syrians often struggle to find aid. More than 200,000 Syrian children in Lebanon do not attend school - and far too many work on the streets to help their families make ends meet. The IRC is providing support that includes creative learning and therapeutic activities to help prepare children under five to attend school.

Syrian refugees who have lived for years in camps inside Iraq face dwindling services and support amid ongoing conflict and economic chaos in their host country. The IRC supports extra classes and specialised teacher training in overtaxed schools to ensure Iraqi and Syrian children have access to quality education. We also provide art therapy and other creative healing activities for children traumatised by conflict.

In Turkey, which hosts more uprooted Syrians than any other nation, a lack of economic opportunities has led to increased child labour in refugee communities. Most Syrian refugee children in Turkey don't attend school, in the Turkish town of Reyhanli so the IRC is providing education and special services to help kids catch up to their age-appropriate level.

The IRC has opened three safe learning and healing spaces for refugee children in northern Greece, offering them the opportunity to recover emotionally through play and learning. The IRC is also providing psychosocial and other emergency support to children under the age of 18 who have been traveling alone and are living life in limbo since the implementation of the EU-Turkey deal in March.

IRC caseworkers and volunteers welcome Syrian families who have been granted refuge by the United States at the airport and make sure they have everything they need to rebuild their lives in a new country. That includes helping children enroll in school.

More families are uprooted today by conflict than during any time since World War II. The IRC and Sesame Workshop are working together to develop engaging educational content starring the lovable Muppets that can reach children in refugee camps like this one in Jordan - or wherever they are living - through TV, radio, mobile phones and other channels.

How to help

You can help us aid Syrians fleeing from war and conflict by donating to the IRC's emergency response. Donate now to support children and families caught in this unprecedented crisis. Read about more ways to help refugees.

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With millions of children caught in the crossfire of more than five years of civil war in Syria, the IRC s working on all fronts of the crisis to provide lifesaving support for them and their families.

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Information session for schools with new Ukrainian pupils 

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Information session for schools with new Ukrainian pupils 

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A quick guide to support you.

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Pictograms published by Publications Office of the European Union.

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Free download of books in Ukrainian

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As families across the UK welcome Ukrainian refugees into their homes in response to the unfolding humanitarian crisis, primary and secondary schools are now enrolling pupils from Ukraine into all year groups. Teachers will be looking for appropriate dual language books and resources to support children in learning English and integrating into school life in the UK.

We at Badger Learning have been thinking about what we can do to support children arriving from Ukraine and have decided to translate and publish a range of six dual language English-Ukrainian eBook PDFs for schools and families. We have consulted with our authors and commissioned professional translators to work on these books so we can offer them to schools and families to download free of charge. These are suitable for children in KS2 and KS3 (ages 8-14) and are ideal learning resources to support children in building fluency in reading in English.

The text on the left-hand page is in English with the right-hand page in Ukrainian. Comprehension is supported by appealing illustrations and simple, controlled language that has been carefully levelled for a reading age of no higher than eight. The files can be read on any device that accepts PDFs or can be printed out onto paper. Each book includes a dual language vocabulary list at the front and will be accompanied by an additional simple vocabulary list of commonly used words in both English and Ukrainian (Cyrillic), with a phonetic guide to pronunciation for English speakers.

These free eBooks have been selected from our extensive range of hi-lo books and have been designed to be accessible to EAL readers. The titles were selected especially with refugee children in mind, featuring positive stories and non-fiction with a wide appeal that avoids potentially triggering subject matter. These books are expertly levelled and use simple short sentences and controlled language - ideal for language learning. We have used a native Ukrainian translator who is experienced in producing high-quality dual language transcripts, ensuring children have the best possible experience when reading these texts.

These books can be used in a variety of ways with Ukrainian pupils and their English-speaking teachers and peers. Here are a few suggestions:

Ask the child to read the Ukrainian text through first, and if their English skills are at an appropriate level, they could try the English text next.

Depending on their age and understanding they could draw or write some notes about the story (a synopsis or a favourite character for instance).

Ask the child to spot any words they know in the English text and find the Cyrillic equivalent.

Use the phrasebook and pair up children with a buddy. Can they find a word from the phrasebook in the story and its English or Ukrainian translation? Could they try writing as many of these out as they can and practise speaking them to each other? Use a highlighter to spot familiar words, pop some on post-its and stick them around the classroom.

Could you invite a Ukrainian parent in to help share the book with the class? The teacher could read the English page and the parent the Ukrainian page - if they feel ready of course.

Print these out as large as you can or display them electronically on an interactive whiteboard, so children can see and compare the different scripts used.

Read through the vocabulary list at the front of the book. See how many of these words you can find/read in the text.

Play book charades: instruct children to act out a character/event from the story for others to guess and match to the book.

Keyword snap: write out keywords in English from the dual language book onto pieces of paper. Invite the child to pick a piece of paper and read/match the word to the corresponding page in the book.

Memory game: print some (or all) of the pages from the book, shuffle them up and ask the child to put them into the correct order. Cover the page numbers to make this activity even more challenging.

Pictionary: instruct children to draw pictures of keywords/phrases from the dual-language text for their partner to guess. The book can be close to hand for reference.

Who Am I game: instruct children to write out character names/animals from the dual language book onto post-its. Mix them up and get each child to stick one to their forehead, without looking at the name. Then they can ask simple questions to find out who/what they are.

Rewrite/draw/talk about a different ending for one of the stories or think about what might happen next.

Give the book to a child to just enjoy at home or in class. Spending time in a new school is exhausting and they may just need a quiet moment to read something in their own language that is absorbing and fun.

Thank you to our authors for generously supporting this project: Lynda Gore, Anne Rooney, Johnny Zucker, Jane West, Clare Lawrence and Simon Chapman.

We are absolutely thrilled that our eBook PDFs for Ukrainian pupils have been shortlisted for the Teach Secondary Award 2023 in the free resources category! You can download all 6 dual language eBooks here absolutely free.

Other resources available to schools:

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FREE Reading Resources for Ukrainian Pupils

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As families across the UK welcome Ukrainian refugees into their homes in response to the unfolding humanitarian crisis, primary and secondary schools are now enrolling pupils from Ukraine into all ye

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Picture dictionary of survival language.

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Picture dictionary of survival language.

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This webinar, hosted by The Bell Foundation, provides information on how to welcome Ukrainian students to UK schools. The main speaker is Lina Maksymuk, Head of the Ukrainian School in Nottingham.

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A selection of resources from Northumberland Inclusive Education Services.

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This session from EAL EDC Team was recorded in May 2022 and provides information for schools with new Ukrainian pupils.

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Information Session for Schools With New Ukrainian Pupils - May 2022

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Guidance for claiming additional funding for pupils resettled to Norfolk under Homes for Ukraine visa scheme.

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Guidance for Schools (H4U) - Education Related Grants 2024 Version

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Refugee resettlement education related grant form 2024 (H4U)

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Refugee resettlement education related grant form 2024 (H4U)

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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Storybooks Canada is a free open educational resource that promotes literacy and language learning in homes, schools, and communities. It makes 40 stories from the African Storybook available with text and audio in English, French, and the most widely spoken immigrant and refugee languages of Canada.

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Освіторія Медіа

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Поки Україна мужньо відбиває атаки російської армії, найбільше страждають діти. Якщо ви в укриттях, бомбосховищах чи в евакуації, психологи радять читати дітям книжки. Книжки заспокоюють, заколисують, знижують тривожність. Видавництво Ранок, Видавництво Старого Лева, Bookchef, Братське, Рідна мова, Богдан, Крокус, Гамазин виклали у вільний доступ дитячі книжки для читання, щоб підтримати дітей у найскладніші часи. Ми зібрали їх для вас.

"Читайте повільно, розмірено, заохочуйте колективні читання у групах, залучайте голоси дорослих різного віку та старших дітей", - радять експерти з читання Barabooka.

***
Ангелику мій, охоронцю мій!
Завжди біля мене стій.
Рано, ввечір, вдень, вночі
будь мені до помочі:
свічечкою присвіти,
а крилами захистaи.

***
Дорогий Боже, на добраніч! Дякуємо за сьогодні. Бережи нашу нічку і наш сон, будь ласка. Нехай мама з татом, і сестричка з братиком, і дідусь із бабусею, і я спимо міцно й спокійно, і наберемося багато сил, щоби завтра радіти. Амінь.

Надійка Гербіш

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Книжка заспокоює: що почитати дитині, поки триває війна

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Зібрали дитячі книжки у вільному доступі. Книжки заспокоюють. Читайте добрі історії, поки триває війна.

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This is a Polish website

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Książki w języku ukraińskim - Lustro Biblioteki

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Książki w języku ukraińskim - darmowe źródła

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Exam suitable, illustrated and everyday dictionaries in over 200 languages, with free UK postage.

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Collins Essential - Russian Essential Dictionary: All the words you need, every day (Collins Essential)

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The home of trusted Russian dictionaries for everyday language learning.A handy and affordable Russian to English and English to Russian reference for every day, including short grammars of Russian and English. The clear layout allows for fast and easy access when you most need it. Ideal for use on

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Collins Essential - Ukrainian Essential Dictionary – українсько-англійський, англо-український словник (Collins Essential)

# data[].attributes.attachment_link.description
A handy, affordable Ukrainian to English and English to Ukrainian dictionary for daily use, including a guide to common everyday expressions in both languages. Зручний, доступний українсько-англійський, англо-український словник для повсякденного користування з путівником по поширених фразах щоденн

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Collins Visual Dictionary - Ukrainian - English Visual Dictionary - Українсько-англійський візуальний словник (Collins Visual Dictionary)

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A photographic guide to 3000 key words and phrases in Ukrainian with English translations. Фотографічний довідник близько 3000 опорних слів і фраз. This attractive pocket-sized book is a perfect English language companion and guide to life and culture in the British Isles for Ukrainian speakers.

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Information in English, Ukrainian and Russian.

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Конфлікт і насильство, що продовжується, в Україні змушують сім'ї залишати свої будинки в пошуках безпеки, і багато з них прибувають до Великобританії.

Зателефонуйте до нашої безкоштовної лінії підтримки за номером: 0800 148 8586

У цей дуже тривожний і невизначений час дітям і дорослим буде потрібна постійна підтримка.

У відповідь на це, після обговорення з Асоціацією українців у Великобританії, ми створили Гарячу лінію підтримки українців, щоб забезпечити комплексну підтримку. Гаряча лінія доступна всім, хто рятується втечею від конфлікту в Україні.

Зв'яжіться з нами, якщо вам потрібна така підтримка:

Терапія з кваліфікованим психотерапевтом - здійснюється за телефоном або онлайн, з доступом до послуг перекладачів

Консультації з цілого ряду питань, наприклад, житло, доступ до основних медичних послуг, освіти, працевлаштування тощо через наших навчених співробітників служби підтримки

Практична підтримка - доступ до цифрових пристроїв, щоб сім'ї могли залишатися на зв'язку з близькими в цей тривожний час, а також стимулюючі іграшки для дітей, життєво важливі дитячі товари та багато іншого

Усі послуги включають доступ до перекладачів українською та російською мовами.

Нам можна зателефонувати за номером: 0800 148 8586

Нам можна написати електронного листа: ukrainiansupport@barnardos.org.uk

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Гаряча лінія підтримки українців Barnardo's

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Конфлікт і насильство, що продовжується, в Україні змушують сім'ї залишати свої будинки в пошуках безпеки, і багато з них прибувають до Великобританії. Зателефонуйте до нашої безкоштовної лінії підтримки за номером: 0800 148 8586 У цей дуже тривожний і невизначений час дітям і дорослим буде потрібна постійна підтримка.

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Available to download in English, Ukrainian and Russian.

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The people of Ukraine will have many needs in the coming months and years. The most pressing priority at this stage of the emerging catastrophe is to ensure physical safety and to meet other basic needs such as food, shelter, and access to medicines.

If you choose to help financially, a good way to do this is to make a donation to any of the following established organizations:

There will inevitably be psychological fallout from this war. In anticipation of this - and in the hope that it will be helpful when the time is right - we have translated a selection of trauma psychoeducation resources into Ukrainian and are making them available for free to everyone to download and use.

Many Polish and Russian speaking Ukrainians are also being affected by the crisis. We have made the same resources available for free in Polish, Russian and English too, so that they can be useful to as many people as possible that need them.

What resources have been translated?

How Trauma Can Affect You
This is an illustrated information handout designed for children and young people. It describes and normalizes common reactions to traumatic events, including feeling scared, having unwanted memories, or having nightmares and sleeping badly.

Symptoms experienced post-trauma can be physically and emotionally powerful, and can feel especially disturbing if the person doesn't know why they are occurring. This resource can help children and adolescents to understand that they are experiencing normal reactions to powerful events. It can also be used to help wider family and other people to understand how young people might be feeling.

Download now:

Reactions To Trauma
This is an information handout designed for adults. It describes symptoms which commonly follow trauma - including re-experiencing symptoms, hyperarousal, and avoidance. It also gives helpful pointers about what to do to help someone who has experienced trauma.

Download now:

Understanding Post-Traumatic Stress Disorder
This is a guide designed to help people with PTSD to understand more about their condition. As well as a description of trauma, symptoms of PTSD, and effective treatments, this guide explores key maintenance factors for PTSD including: unprocessed memories, beliefs about trauma and its consequences, and coping strategies including avoidance.

Written in a friendly and explanatory way, this guide is a comprehensive source of information for those with PTSD. The concepts are explained in an easily digestible way, with case examples and accessible diagrams.

Download now:

What can you do to help?

We would like these resources to help as many people as possible. With your support we can reach a much wider network of people who have been affected by this crisis. Please share this article with colleagues, and anyone or anywhere you think the tools might be useful. You don't need to be a member of Psychology Tools to download these resources and they are completely free.

Best wishes,

The Psychology Tools Team

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Free Ukrainian, Polish, And Russian Translations Of Trauma And PTSD Psychoeducational Resources | Psychology Tools

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A selection of trauma psychoeducation resources in Ukrainian, Russian, and Polish available for free to everyone to download and use.

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Information for parents in Ukrainian.

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Information for parents written in Russian.

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Information written in Ukrainian.

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We are running Community Help sessions for people arriving in Norfolk from Ukraine, their families, friends and hosts.

These sessions will give refugees the opportunity to meet each other, get to know their local community, and access a wide range of help and support.

What we offer at each of these drop-in session will be different. We will develop what we offer to meet the needs of refugees and those supporting them.

To begin with, sessions are likely to include:

Help with getting online and other digital support

Information and help with accessing childcare and schools

The chance to meet and connect with local support groups

Access to library services, including free wifi and computer use, children's library and story sacks

Health and wellbeing advice, including Covid-19 testing and vaccinations

Family and wellbeing activities

Dates and times

The Jubilee Family Centre, Norwich Road, Aylsham

Dereham Ukraine Aid Centre at Wrights Walk, Dereham

Derry Room at United Reformed Church, Mere St. Diss IP22 4AD

Mondays, 9am to 1pm

Thursdays, 9am to 1pm

Mondays, 10.15am to 1.15pm

Tuesdays, 2.30pm to 5pm

Wednesdays, 2.30pm to 6pm

From 3 August, 2.30pm to 5pm

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We are running Community Help sessions for people arriving in Norfolk from Ukraine, their families, friends and hosts. These sessions will give refugees the opportunity to meet each other, get to know their local community, and access a wide range of help and support. What we offer at each of these drop-in session will be different.

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A simple outline of the Ukrainian education system.

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A simple outline of the Ukrainian education system.

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Description of Ukrainian Education System

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Description of Ukrainian Education System

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Descriptor of Education System - Ukraine 21.03.22.docx

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How parents can talk to their CYP about the invasion of Ukraine.

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How parents can talk to their CYP about the invasion of Ukraine.

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Many parents, seeing what is happening on the news, will be asking this question, not knowing what to do for the best. Cover it up and tell them it's all going to be fine? How do you do that when it's all over social media, and Tik Tok is prompting young people to ask 'Is this World War 3?' My own youngest son asked me, 'Is it like when Germany invaded in World War II, Mum?'

So, how best to respond to the natural curiosity and growing anxiety of our children at this terrifying time?

After any traumatic event, it is important that children and young people return to a normal routine as quickly as possible. It is no different if you are hearing about something, rather than directly experiencing it, and you should try to make sure that your teenager doesn't stop doing anything they would normally do. So, whether it's going to a swimming club, meeting up with friends, or just keeping to normal routines around getting up in the morning and meal times, these should continue.

When war breaks out, the world feels uncontrollable and hard to make sense of. This may be keenly felt on the back of the pandemic, when young people have had so much of their sense of safety and stability taken away from them. Without making it too obvious, take time to instil the feeling that home is a safe environment where they are not under threat. Nothing has changed at home, in school or in their immediate environment. Life goes on as normal, as far as you and they are concerned. Try hard not to catastrophise about the future, as the ambiguity of 'anything could happen next' will send their anxiety soaring through the roof.

It might not always seem apparent, but teens do take cues from their parents and carers, and if we are constantly watching the news, anxiously scrolling our phones for the latest bulletins, and referring to the war all the time (at the expense of engaging in our own everyday routines), they will immediately pick up on this and their anxiety will escalate. Talk to your friends and adult family members when you need to manage your own feelings, but try to model calm and normality around your child as much as possible. When they see you coping normally, it's highly likely they will follow suit.

Your teenager may come to you with all kinds of 'facts' which they have picked up through social media and conversations with peers. They might quote these to you, without it being obvious that part of what they want to do is check whether you think they are true. Try asking, 'where did you hear that?' and 'tell me a bit more about that', rather than saying simply, 'that's not true'.

If they're confused around some of the language being used on the news or social media, share this handy guide from Newsround with them.

Depending on the impact these 'facts' have, and this will partly depend on their age, also try going back to them a few days later. Ask if they are still thinking about it, or if they want to know anything more.

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How to talk to your teenager about the invasion of Ukraine: tips for parents and carers - Parents' Toolkit

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Tips from a clinical psychologist on how you can talk to your teen about war and help them to manage any anxieties they might have.

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Refugee resettlement programme, education related payment - guidance.

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Refugee resettlement programme, education related payment - guidance.

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Refugee resettlement programme, education related payment - guidance.

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Refugee resettlement programme, education related payment - guidance.

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Refugee resettlement programme, education related payment-request form.

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Refugee resettlement programme, education related payment-request form.

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Refugee resettlement programme, education related payment-request form.

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Refugee resettlement programme, education related payment-request form.

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Uniform grant information and claim form

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Uniform grant information and claim form

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Uniform grant information and claim form

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Uniform grant information and claim form

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Uniform grant information and claim form

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Uniform grant information and claim form

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Explore opportunities to meet new people and practice your new language.

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Our International Welcome drop-in sessions offer free advice and practical support to refugees, asylum seekers and migrants, and those with lived experience of migration into Norfolk.

These sessions give an opportunity for people, along with those who support them, to meet each other, to get to know their local community, and access a wide range of help and support with professional partners.

What we offer at each of these drop-in sessions will be different, but will include a wide range of advice and support, including:

Free activities and groups in the library

Help with getting online with free wifi in the library, and other digital support such as sim cards and laptop loan

Access to library services, books in many languages and translations, and children's library

Help with housing, employment, and health

Support for children - education and family life

Learning English and conversation groups

Meeting people and local support groups

All our support is free, non-judgemental and inclusive for all who need it. We will assist within library guidelines and signpost to other professionals if needed.

We offer help across Norfolk if you can't get to an International Welcome session - email migrantsupport@norfolk.gov.uk with questions, or if you would like to see a session at your library.

International Welcome - dates and times

Monday

Tuesday

Wednesday

Thursday

Friday

English Exchange

English Exchange is a free, friendly conversation group for those learning English as a second language. Come along and practise your spoken English with one of the volunteers. No need to book, just drop in.

Mondays, 2pm to 3pm

Thursdays, 10.30am to 11.30am

Tuesdays, 12.30pm to 1.30pm

Thursdays, 10.45am to 11.45am - free English classes for beginners and improvers. No need to book, just drop in and begin to build your confidence with speaking, listening, reading or writing

International Just a Cuppa Sessions

These International Just a Cuppa sessions give people from all over the world the chance to come together, have a chat and practice their English with free refreshments. Everybody welcome!

Downham Market Library International Club, second Tuesday of each month, 5.30pm to 7pm

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International Welcome - Norfolk County Council

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Advice and support to refugees, asylum seekers and migrants, and those with lived experience of migration into Norfolk

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The UK Trauma council has a range of resources to support children and young people understand trauma and its effects.

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Free evidence based resources to help children and young people affected by war, migration and asylum as well as the professionals supporting them in both educational and community settings. The resources have been co-produced with young people with lived experience of seeking asylum and those who support them.

The following animation has been created for young people affected by war and conflict.

Are you looking for more information?

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Childhood Trauma, War, Migration and Asylum

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Free evidence based resources to help children and young people affected by war, migration and asylum as well as the professionals supporting them in both educational and community settings.

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Support for Families on the English education system.

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Support for Families on the English education system.

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This resource has links to how and where to learn English at home!

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Supporting Afghan children in schools

This section is for education professionals in the UK who are supporting young Afghans. Read Azad's blog or listen to Salma's voice note to understand the important differences between education in Afghanistan and the UK.

A brief experience of the education system in Afghanistan.

I am writing as a young person who has the experience of going to school in Afghanistan and have also the experience of education in the UK.

Both these experiences have given me the ability to distinguish educational system both in the UK and Afghanistan. To give you a concise idea that how educational system works in Afghanistan. I will try to walk you through a day in the school back in Afghanistan.

Usually, the school day is short, and it is not more than four hours a day. A student starts their day by coming to school, most of the time not having a break, listen to the teacher for whole four hours.

There is less teamwork provided by teacher in the class. On the same time, you don't have the opportunity to engage with opposite gender. You sit in single gender class where the method of teaching is more teacher centred. This means that you have less opportunity to engage with teacher or with other students. This method will not allow you to criticise or question what you have been told by your teacher.

Your class is not provided by any IT system and everything should be written by hand. So, students are less likely to engage with IT to support their studies. Also, the interaction and relationship between you and your teacher is quite strict, tough and closed. Teachers must respected and shouldn't call by their name. Rather, you should use the title Mr, Ms, or the word Respected Teacher. You will leave the class and be told to memorise the lesson for tomorrow.

Whereas, in the UK, the method of teaching is student centred, class are mix gender, you have access to IT and you have the opportunity to easily engage with your teacher. Teachers here should remember that refugee students from Afghanistan are vulnerable and need more support in time to adapt to the new system. They need to be provided with IT knowledge, with the skill of teamworking and be supported in terms of engaging with other students. Teachers should be more approachable towards them. This will give them the opportunity to interact back with the teachers.

What are the differences between the education systems in the UK and Afghanistan? By Salma.

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Refugee Education UK | Welcome to the UK!

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This page includes useful resources for learning English, managing wellbeing and accessing and becoming comfortable with the education system. Our welcome packs are also linked here.