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i have not had any migrant student but i think migrant student need to feel loved, important as the others, cared for, the need to be respected, understood and ways of communication, they should be assisted with accommodation and food for those who can not afford it. also for those who are migrants as aresult of war or disaster, they should be brought to a psychologist for counselling

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I think that they need to feel safe ,supported and accepted in the new community.They need respect and ways of communication with organisations and officials in order to make it  easy to convey their voice and needs .So ,they need a link in order not to face isolated,hated or abused .Then , learning the host country language and involving in activities that help them cope with the society.
For my students they needed to feel safe and forget the war memories especially those who saw their member of family killed .I talked to them ,let them express themselves and I talked to their families to lead them know people and organisations that may help them.A Problem refugees face is that not all of them have same opportunities or chances of receiving good education ,good job or housing because some don't have some money or have certificates and qualifications enable them to work others don't have any .So ,in my opinion they need psychological needs and safety beside learning the new language and keep them away from hatred speech in their religious rituals and traditions and clothing.

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I think their basic needs language and having an identity in the community which they live on

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Real life experiences that they will be able to use in their future life when they graduate the school.

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Newly arrived migrant students need of course first support: being safe with food, clothes.  They also need a school to learn the language but also other courses where they can continue their passions: mathematics, computer sciences, hairdresser, art, ...
They also need help to build a new network: sport club, art classes, dance schools, ...
They also want to learn about the culture, habits, food, familylife in their new country. They don't want to stand out, just blend in.

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My students in the school I work with are not newcomers in the country, mainly because it is Upper High Level and harder to attend. On the other hand in the solidarity school I spend most of my afternoons, there are a lot of students that have problems not only with the language but also with trauma, from their prior experiences.
Being there for them is very important to me and I work with other members of the community to verify they can cover their basic needs (food, clothing, shelter, etc) so they can feel safe to attend school and benefit from the proccess.

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I haven’t experience with foreign students, but I think that their main needs are knowing the language and having affective support.

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Some newly arrived migrant students might come with war trauma, suggesting that schools needs to offer psychological support. But beyond that, refugees will benefit from measures that make education systems more inclusive. This includes ensuring that students are not segmented into different types of schools based on socio-economic grounds, promoting early childhood development and education programs, making their parents part of the education process, offering remedial programs, and equipping teachers with the tools to provide support to students with multiple disadvantages. It is important that students feel welcome at school.

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Annalisa, Italy          I teach Italian so I started to teach Italian to foreign students . After these two videos I'm wondering that it's better first to understand which are their needs.

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Annalisa, Italy          I teach Italian so I started to teach Italian to foreign students . After these two videos I'm wondering that it's better first to understand which are their needs.

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I believe that the most important problem is not the language but the lack of a social and affective network.

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In my country there are many organizations that help migrants. There are schools with teachers who speak various foreign languages, there are psychologists to help them overcome any traumas they have experienced. Our school is well organized to help immigrant students.

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The main difficulty is the language. We have to teach to communicate before learning the language, this can even be a fun game, it should not be a problem. Finding a platform of social and psychological support will be very important to the success of the students.

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IN MY SCHOOL THERE AREN'T ANY FOREIGN STUDENTS BUT I BELIEVE THAT THE IMPORTANCE OF EDUCATION IS THE WAY TO APPROACH WITH THEM HELPING IN LEARNING AND INTEGRATION

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I believe that the most important problem is not the language but the lack of a social and affective network. We need to help migrant pupils create new relationships with teachers and other students. Foreign students need to be integrated into school activities.

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Students need to learn Finnish language which is one of the most difficult languages, unfortunately. But without the language skills it is almost impossible for them to continue their education after compulsory education. In Finland we have got a national system called Preparatory Education. I am happy to share more about this at later stage in my diary.

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I work in a Secondary school and my foreign students have arrived in my town with their families to improve their economic conditions.
However, in my opinion, it is important that the school is prepared to welcome migrant students and successfully address their needs whit the support of the entire community.

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In practice, I believe my students need primarily safety, protection against racism and threats from classmates, care (both physical and psychological) and constant input in the mother-tongue so that the opportunities for personal exposure to the local language are increased. They also need academic success because this will help them get qualified for a future job but also increase their self-confidence. The best support for me would be the head, who should first acknowledge the above learner needs too and then be extremely eager to contribute to their satisfaction.  Of course, if all or most of the teachers shared the eagerness and passion for working with migrants, then the school community could flourish faster and more effectively.

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Newly arrived have different needs .They face with a new language ,new people ,new culture etc. All the migrants have the some problems ,also when Albanian emigrants come home they face the same things like the other emigrants.

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I work with Primary school children and the first challenge is the language. We use visuals to help the child make their basic needs understood. Secondly is that they feel happy and safe in our school. We have a peer buddy system called Language Ambassadors who help newly arrived children settle and feel welcome.

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I work in a primary school, sometimes my student don't know italian language and i don't know their language. Fortunatly they are little so languages and communication difficulties can be partly covered by shared experiences such as play, music and artistic expression.
Different is the situation with their parents, generally I talk with them in english but sometimes is necessary to ask a collaboration of cultural mediator or of social worker.
In both of case (for students and their family) is paramount to make them feel welcomed and accepted by making them understand our willingness to meet and mutual knowledge.

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I worked with newly arrived migrant students and the main issue was learning the language. I think in Italy we should give more founds to language programs. If students are able to learn quickly the language it's easer to integrate them.

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I work in my school with Many migrants. The main needs in my opinion are learn language, feel accept, inclusing, support from all school and make some activity extraschool to share experience and know friends

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i don´t have any recent arrived migrant student in my classes, but a thik that the biggest problem with them his the diferent language and culture

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My students need mainly emotional support when they arrive. Firstly, they need to feel welcome and recognised. They need to know that teachers and students learn their name and care about them. Secondly, they need to feel that school is a safe place for them where they can be themselves. Thirdly, they must feel accepted by the school community. Finally, they must feel expected to adapt, to learn and to become an important part of the community.

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I don't have any recently arrived migrant student in my classes, though I have 2 Brazilian and one Chinese girl, all of them are living in Portugal for quite some time. Nevertheless I think that one of the challenges teachers have to face when we deal with students from other countries and backgrounds is to communicate with them. I think these children have already suffered so much, they’ve faced so many dangers, so they need to feel secure, to be accepted in a community and have their basic surviving needs provided.

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In my school there aren't newly arrived migrant students. But in the past, I met students who arrived from Albania, China and Marocco. The biggest problem with them was the language. For this problem they were at risk to remain esclused by other students. Some of them haven't opportunity to learn italian language and so they couldn't communicate with peers. They were isolated in the class.

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I think that care and acceptance can offer to the students peace and calm. When they lived an adventure to come to our country and feel fear for everything they need to understand that somebody real care about them us human. I believe that when feel safe they will give 100% of their ability to adapt to the school rules and  education process.

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I think the main need is to get a feeling, that they are welcome, that there is someone who cares about them. And they need friends in the class and a special “tutor” from the teacher’s staff. Teachers need support in cultural backgrounds and about “trauma” (indications, how to help, when do you need professional help).

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1.2  Meeting the needs of newly arrived migrant students
My school hasn't still experienced the flux of immigrants directly escaping from wars or/and  persecutions, so the few foreign students in the classrooms are, most of all, sons of a more peaceful movement, they arrive with their families , pushed by the necessity to improve their economic conditions. Thank God, in many cases, they haven't witnessed the atrocities of wars; they may have linguistic difficulties at first, but no traumas. Their needs are easier to deal with. Anyway it's important to start building a permanent unit or staff, in schools, that could face a wider variety of problems related to the possible needs of migrant students

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Crissa, GreeceI think empathy is a functional key to the approach of newly arrived migrant students. It is necessary to be informed as teachers about the traumas that these children carry and how to effectively manage their feelings. Ignoring their emotional education creates an obstacle to their integration.

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Crissa, GreeceI think empathy is a functional key to the approach of newly arrived migrant students. It is necessary to be informed as teachers about the traumas that these children carry and how to effectively manage their feelings. Ignoring their emotional education creates an obstacle to their integration.

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I don't have newly arrived students in my class. But I could define some of the prior needs such as somewhere to stay and ability to speak and communicate their needs. ARSIS, an NGO which takes action in my region, tries to cover these needs, giving children a safe place to stay, having some teachers to learn them the basic of foreign languages, such as German, sending them to the local schools and trying in general to help them overcome their trauma, anxiety and fear.

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MEETING THE NEEDS OF NEWLY ARRIVED MIGRANT STUDENTS.

I think the two videos give us a lot of ideas about the first steps to do with them. According to A. Prentice  the most impoprtant things are understanding somewhere they are, how much they know and the skills they need to be successful. In many cases, they come in with nothing and they don't know the basis of  our life style, such as brushing their teeth or using a toilet.So, we need patience to welcome  and try to build a brighter future for them.
In the second video  Elizabeth Pickering  shows us refugees' needs soon after their arrival: they feel depression, anxiuos and tense, they haven't slept well and they are afraid by the language and by the people. We have to be coordinated to build a welcoming and warm community in order to make  them forget their past and build a new future.

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In the school where I work, there are no refugee boys. But there are many immigrants. All but one are second generation immigrants who speak Italian perfectly. In my experience I have not met any specific requirements. If I had a young boy, I think one of the main problems is language, but also culture in general: the ways to do different, religion, and holidays, so I think that I would start looking for information about different cultures and deepen them In class with the kids so they make them curious about what their new comrades are

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The School is the last frontier of integration. Getting to a foreign country and finding no solidarity is a form of guilt for indifference. Migrants, especially minors

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Migrant students in Greece often have problems with language as well as with problems at home, as their parents can't support them economically, they can't help them with schoolwork or participate in school social life. Sometimes students may also have learning difficulties, making it even more difficult for them to deal with school. Providing help individually and trying to communicate with parents so as to help students at home in every possible way are two ideas I think might help meet those children's needs.

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1.2 Meeting the needs of newly arrived migrant students at school

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1.2 Meeting the needs of newly arrived migrant students at school

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Zoi, Greece
From the Greek experience, I would argue that the basic elements for survival have priority, namely a home and the food supplies. In Greece there is a program that tries to arrange families in apartments and leave the tents. The school supports children who do not have basic items such as clothes and gives information for free medical treatment.

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Meeting the needs of newly arrived migrant students at school

Teachers need to be adequately trained so that they understand all of their students and their backgrounds, and have equally high expectations for everyone. - Migrant students  should be encouraged to champion the issue of inclusive schooling themselves. This might be done through the inclusion of diversity in citizenship education classes.

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What do you feel are the main needs of your students? Where do they and you require support in addressing their needs? Is it dealing with trauma? Or is it about language support? Do you also have experiences where students have very basic needs such as those outlined by Amber?
Every student has its own needs, but some features are common.
I have not refugee students, but many foreign ones. I teach in upper secondary school, so I have never faced the difficulty mentioned in the video (like not being able to brush teeth or to use a pen). Usually my students has mainly overcome one of the main difficulty, the language. They are usually be able to communicate with other pupils: they study italian language as a subject and they study subjects in Italian language. Anyway this year I had a rumanian girl, who does not speak Italian. We faced a lot of difficulties, because we are not be prepared to this. The girl did not attend any particular basic language course and the school could not offer one. In addition to this the girl did not have italian friends and so she did not have other occasions outside school to practice language. So I think that the teaching of Italian as L2 should be immediately introduced in every school and also some programmes, like the soccer one of the video, could give many important results.
The other great difficulty is about psychological aspects. We do not have any psychologist. It is not compulsory the presence of the psychologist at school and in the most lucky schools s/he is there 2 hours per week. The psychologist must be here during all lesson time, to help either students, either us. We teachers feel alone to cope with problems that we are not able to face.
Another important thing is related to the fact in the video, the teacher helped his student to find e.g. an association which allow him to have medical care and a free pair of glasses, because he could not afford the expense. A list of association or social services like this should be really helpful.

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I think they need our support, understanding and emphaty.

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I think that you cannot generalize regarding the needs of immigramt students. I mean, it may be that students have very basic needs (as it is the case in Amber's school), or that they just need language support. They can be traumatized or completely happy to live in another country. Basically it depends on the students' backround, what they have experiences in their life and the reasons leading them to be foreign country (war, starvation, business opportunities for the family, etc.).
In my school, for example, we mostly deal with Chinese students. Some of them speak Italian more or less fluently, whereas some others cannot speak it at all. That is, our students have not experienced terrible situations like was. Indeed, they are culturally very different and it is important to understand Chinese culture for us as it is very different from our own culture.
Actually I believe that giving students - wherever they are from - the opportunity to express their own values and to feel accepted in their new country is crucially the most effective thing we can do.

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I think both trauma and language are factors which request the immediate support of the teachers and the local community. Up to this moment, Albanian children of the past two decades have well integrated themselves in our school system. In my area, in Piraeus, there are not any Syrian refugees in schools yet, but those who have not managed to cross the borders so far will inevitably have to stay for a long time, perhaps even raise their families here. Until then, it is vital for them to feel as compfortable as possible besides their traumatised souls. The academic efficiency comes second in the hierarchy of importance.

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I agree with Ekaterini: it is quite a surprise listening to the kids in the video. Really, they are able of analizing their past as ìt would have been only a nightmare. Comparing with other pupils that arte studying ar my school, I think our kids don't feel so accepted by the community and don't dream about their future. I mean, we don't give them the necessary bases to imagine themselves as a doctor, for example. A couple of months ago, a girl, an italian student, said clearly she likes her place because there aren't migrants near there...

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I was really impressed by the young people's utterances. they seemed so calm and in terms with the situation which definitely was not easy for them. And this is what exactly I find most important in dealing with the problem of refugees- make them find their place on earth.
In my school I have a lot of migrants as I teach in the international school, however they are on the extreme end of the financial status axis. They come from extremely rich families and my problem i totally different i.e. their attitude towards the ones in need. No refugee will feel at home being alienated from the groups of social elites and feeling inferior all the time. It is my task among others, to teach my students egalite and tolerance instead of looking down at people. The refugee student will adapt to the new situation much quicker in the positively attituded community as they are usually so traumatised that they really want to forget their bad experiences as soon as possible. If they find friends and feel invited they will definitely stick to this proposal, however they will probably never make the first step.
I am helping my students in overcoming prejudices and opening to the others.

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As I said in the previous courses most of my students come from Albania. Their families migrated here due to economical reasons in order to find a job and start a new life with multiple choices for their children. Nevertheless I never faced problems relevant to basic needs. Of course I am not talking about refugees who came the last two years in Greece massively due to war. In this case there are probably occasions with such problems. (I would like some day to teach in such classes dealing with their problems). However I feel that the main needs of those students in the school field have to do with the language support and the psychological part. These two factors require the cooperation between government, school, teachers and parents from both sides (greeks and refugees). Government to provide the necessary material and professional consultants,school to organise special programmes attached to their needs, teachers specialised in diversity issues and parents to support these trials by cultivating their children's empathy from one side and encouraging them to learn a new way of life, despite the problems,from the refugee side.

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The difficulties of communication are important but they can be overcome thanks to the non verbal language or to the pictures. A different language is an enrichment because they can learn new vocabulary and traditions.

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In my school there are no newly arrived migrant students. I believe that the needs of these students are multidimensional. The needs can be as many as the migrant students. Each of them is special and unique. Most of times, the teachers are trying on their own, with no help, to offer as much as they can.

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I believe that each person is different from another and needs personal support, needs love and understanding. The students have to adapt in a different place, but the students of the country have to adapt to the migrants.

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In this moment I don’t have to deal with newly arrived migrant students. In the past years, I met two students, one from China and one from Senegal. The biggest problem with them was language. Fortunately, they didn’t have basic needs but because of the linguistic problem, they were at risk of remain excluded by others. Both of them (a boy and a girl in different years) were very outgoing, but they did not have the opportunity to learn some basic Italian before entering the class, so that they couldn’t learn or even communicate with peers. The worst thing of this situation is that, day by day, these students were isolating themselves and some teachers thought they did not want to learn and they did not study at all! How different situation from that seen in the second video. Italians have a lot to learn by others. Even if there are many teachers working very hard to face situations like those, the system has to be organised for supporting a real integration of diversity.

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Amber's stories are heartbreaking!!!

This year I have a student from Venezuela. Her learning background is different. She is aged 15 - amongst Croatian students aged 14.  She has Croatian language lessons for a few months and understands very well, but she poorly speaks. She doesn't speak English - we don't speak Spanish. Croatian pupils have Chemistry for two years and that's is all new for her! Basically she needed to feel acceptance in a new country and our children are amazing - she has a new friends, she is learning about us, and we are learning about her. Chemistry can wait for a while :-D

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As a teacher there is one thing I can definitely say about us teachers: we are used to working alone. It's us and our class, and the rest of the world is outside, shut behind our classroom door.These days we need to leave our classroom door open and reach out to other people to ask for and provide help. A network is necessary in order to cope with all the needs newly arrived migrants might have: from lasses to warm clothes to language classes or psychological support and so on.

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I have never had migrant students in my classes so what I want to do is to learn as much as I can from this course andyour experiences and try to be prepared.

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Even in my situation, variety is the key word. Even arriving from the same country, some students just need to learn the language and some others need almost everything... Talking with my students some years after their arrival, their first request is not to draw too much attention to them, and have the time to face the new situation softly. In the first days, group activities, not requiring the use of language(like art, music, dance, games...), can be a useful way to get in contact without being in the limelight. Basic needs are usually met by the communities of the different countries already set in my village. The council offers the last year of preschool for free to the families in need or even just reluctant to let their children go out of home before it's strictly compulsory, but, even so, a lot of small children came to school without the ability to stay seated and spend time with a group of peers, so, every year, before the official starting day, we try to organize a couple of weeks in which these children just come to school, meet the trachers, discover the building, learn how to sit down, colour, keep a pencil, ecc. In older students, very often their first request is to learn the basic language as soon as possible, in order to feel adequate and accepted. Once learnt, unfortunately, their interest toward study plummets, so it's very hard tu push them toward the ability to understand written, more complex textes they will need later in life... When they know the language (as in any class) I feel quite important to invest in emotional education: talking about their feelings (and, at the beginning, they are quite closed about them) they can discover that every emotion is shared by a lot of other people (just remember to ask, as often as you can, if some other people have felt the same, answering just by raising hands...). Putting the focus not on the level of skills, but on the improvement of every single person is usually a good idea (and an inspiration to rethink evaluation...). I also have experienced the recognition, by teen students, of their own improvements, even in relation to their feelings toward school. I just don't think a lot of people, outside school, can understand all these issues and they should be invited to take part, in some way, to spread awareness...

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The Italian situation and therefore what I have experienced is very varied. There are schools where relationships with external support associations (such as Focus-House of Social Rights in Rome) have been established that organize language courses during school time to facilitate faster integration of  migrants children. There are also other schools where we are entrusted with the mutual assistance of colleagues in the various subjects, as it is happening this year to me. In these latter cases it may happen that some foreign students, having no, as a L2 teacher, a language teacher available, do not rely on the skills of the latter, ignoring that the foreign language (see CLIL) can be carried by any teacher who has followed a L2 course declined for own discipline, as the undersigned. This year I am following, among others, an Egyptian student who was initially very motivated to learn Italian, but lately (for family reasons and little commitment on his part) he questions my language competence by forcing me and the Italian curricular teacher at a double job. So beyond the 'classic' issues common to all, often there are also walls facing those who, in other situations, are claiming the abolition of those of others.
I also met students in need of primary care: a Chinese girl or a Romanian kid left to themselves, inadequately dressed in winter and with few food. In these cases I handcuffed my purse and paid for the snack. Often then there are also opposing attitudes, as in the case of another Chinese student I'm following: he just arrived from China where he seems to be a bad student, he has reached here in Rome the rest of the family who asked to put him in our school as a listener because it's too late to sign up normally. His attitude is of total disinterest, he does not speak even with his Chinese counterpart who speaks Italian very well too,  and kindly lends himself as a translator. Actually trying to work with him for a few hours, I realized that he knows Italian more than he wants to believe, but stumbles in a disarming mutism.

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The main needs of my students?

This is difficult to answer because I only see the students 1 - 4 periods a week. They are submerged in regular classes with no extra support. The migrant students build up to 70% of the class depending on the grade and subject. The classes have between 14 and 28 students. Some children have never been to school before they come to our school and some were good at school in their home country.

I believe they need to feel welcome and support learning the social skills and manners needed in the new country. Learning the language is naturally one of the most important skills needed to get a sufficient education.

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My newly arrived pupils are from Romania. The first thing we do is to diagnose the pupils, to figure out what they have learned before, which skills they have, what their interests are and which needs they have. I general, I have good pupils with developed school skills who need help just to learn Swedish and to understand the Swedish school system. There are also pupils who need support and coaching in their learning because of their poor knowledge and skills. These pupils come from Roma community or from families, which let them in Romania with other family members while the parents went abroad to work. For these children the most important thing is for them to feel safe and to know that here is someone who cares about them.

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Many colleagues underlined the language as the main issue to take in consideration. As primary teacher I try constantly to take into consideration ALL the languages that children can use to communicate. My teaching experience range from a multicultural school in Rome, with migrants, Roma, social excluded families to a higher social school in Madrid, where anyway children do not speak the language of teaching. I use every day a multilanguage approach, having a TONS of drawings, music, songs, videos, gestures, drama, to communicate contents and help children to express themselves

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TURKEY
Last year migrant students have   came  to  school. The most problem was language. They couldn't communicate other student so   they  have felt to  alone

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New migrants need a home, food, clothing, and above all an interpreter to communicate. Often, not all newcomers speak English. That is why it is crucial for each school to have prepared staff ready to welcome refugees.

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As a teacher I experience everyday the important impact school and society have on migrants in the school. The first problem we teachers have to face is the language, the choice of English as common ground for students coming from  diverse cultural and social background. A little help from community organisation is fundamental to achieve the goal to contribute to students cultural and spiritual growth.

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Empathy, is the most important feeling we have to express to our newly arrived friends. They have to feel safe and secured, around people who care about them. We must be ready to support them psychologically and at the same time to provide them with all the necessary materials for a dignified life. The knowledge of language will come naturally while they will come in contact with the local population, including our pupils.

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The most important thing for students  is to get in contact with newly arrived migrants so that they do not remain this anonymous mass that is talked about in the media and that therefore bringing newly arrived migrants into  classrooms is probably the most powerful thing that every teacher can do to raise awareness.

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The most important thing is to have a warm and welcoming environment.
Secondly, there is a need for pupils to be among other pupils of their age from local families. With the help in learning the local language, they can be integrated and learn the local language fastly. If they are isolated or in special classes only for immigrants, the cognitive progress is too slow and the integration might never happen.
Of course we must secure that basic needs for food and accomodation are met.
There is also need for the help of psychologists and social workers for dealing with cases of trauma.

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These needs are as diverse as the newly arrived migrant students are, of course, although their common denominator is that they flied from war zones where they risked of being irreparably destroyed. School must be aware of this in order to find good practices to let them feel good and at ease. In MY school it's important to give them both material and psychological supports thanks to the help of many associations which take care of them. Language support is an other step to integration for finding job and for creating a network of relationships with Italian people.

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We should provide them with psychological and material support. We should try to make them understand we care about them, we respect their story and they are important to us. We should help them with someone who understands their mother tongue.

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The main needs of newly arrived students, I thinks, are to feel accepted, at least I 'd like to fell accepted. I'm thinking also at material needs, to have an house, food, clothes. After that there is the cultural welcome. I think that it is important for these students to speak about their experience and to find someone who undertands their mother tongue

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First need should be met is food&accommodation i think.Then comes, anguage support, social environment etc.

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The school should seek concrete solutions to promote
foreign students. For example, initiatives in the teaching of the mother tongue, collaboration,
Dialogue with families. Each school should be a space for democratic coexistence, where
Children and young people can learn to live constructively, accept and appreciate the
Differences as values.

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I think that what Amber said is just all. We should leave th academic  contents and try to teach the basic things, so they can fell comfortable and understood in their new life.
Collaboration with the community and be able to address them to the right place is realy important.

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A school setting must not only promote academic development, but also practical experiences, in terms of usefull life skills connected to the new society. School is a protected setting integrated in a constructed society, as a result it needs to help the new students adapt in the new way of living.

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I believe that the main needs of newly arrived students are first af all to feel safe and trust the school staff and teachers and then try to learn the new laguage, to behave in discipline and respect the school rules. As far as trauma is concerned, psychologists and social workers can collaborate with teachers in order to help students who face such problems. With affection, patience and insistence everything can be achieved, even when dealing with students who have never been to school before.

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I feel that teaching only starts, when there is a warm contact between me and my students! My biggest frustration in my school now is the focus on the cognitive progress, the pressure to increase the knowledge (for ex. the language progress), so it seems very often that the heart , and emotions, special needs of my students are less important to deal with.
What helps me a lot, to get the balance between cognitive skills and emotional skills, is the spirit of the clown without borders!

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Do you want to see how it all works? Are you curious about how we are able to send clowns all around the world to bring laughter to the children who need it the most? Please feel free to take a look at our financials section, where you can find our annual reports, our CWB At A Glance summary and more!

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Clowns Without Borders USA Official Site

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Do you want to see how it all works? Are you curious about how we are able to send clowns all around the world to bring laughter to the children who need it the most? Please feel free to take a look at our financials section, where you can find our annual reports, our CWB At A Glance summary and more!

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Each newly arrived immigrant student has a different background and different needs.

For example, in my classroom there is a girl who comes from Albania and a gipsy kid who comes from Romania.

The girl went to school in Albania, so she knew the rules of the school and in a few months learnt Italian language.

For the gipsy child, it's more difficult because he's never been at school before, so I'm teaching him to write, read but also respect rules and time (Wear the apron, Respect the shifts, the roles). I think that teachers have to understend what are needs of their students to help them.

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I completely agree with Amber when she outlines each newly arrived migrant student has a different background and different needs and that we have to know them in order to help him. In my experience I had just students who needed language support: in our school we helped them with a A1-level Italian course, however, staying with other Italian students helped them a lot to improve quickly. In case of basic needs I think it is really important to address our students and, in particular, their families to community organisations like Charitas.

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Hello, everybody.
The videos were very useful, in my opinion. While teaching the school skills, or the language, teachers should investigate on the students immediate daily  needs, their health, hygiene and get in touch with community organizations and facilities in the local area to meet those needs. This will surely fasten the process of integration in the academic context.

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I could really relate to all the things Amber Price said in the first video. I have only newly arrived migrant students in my classroom, and they are all trying to learn the Finnish language. What makes the task difficult though, is their diverse backgrounds and academic skills. Some are extremely skilled while others have difficulties in learning the letters and learning to read or how to hold a pen. Something that is common for all migrant students I think, is the need for routine and structure.

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I teach in a secondary school with a very few migrant students. The main issue is learning Italian so they primarily need language support. It is very difficult to get to know something about them because they are scared and normally they don't want to talk about their family and their problems. So, I would say that finding a way of being trusted is often a turning point.

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I teach in a middle school; I have one or two upils from other countries but I see they are not well integrated in the class because of language issues. One in particular arrived two years ago from Kenya, speaking only English: it was quite difficult for us to get in touch with his mother and with him and I can tell you that this year only I built a real dialog with him. I think the big deal is the fact that foreign students go in the same class with Italian students, even if they do not understan the language, while I think it would be easier if we coulg give them time to learn Italian.

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There are a lot of issues but language is the main barier.

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We need understand the importance to integrate cultural differences..

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The main need for migrant students is to learn a new language and how the new education system works. What I mainly noticed in the schools where I worked is that the language was the main problem because the students help each other and are very collaborative.

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I thought in a Middle School a few years ago and I noticed that the percentage of foreign students, some of them coming from refugee or migrant families, is higher and more difficult to manage.
One of the biggest problems is “the language”(the one spoken in the host country but also a second language).  Sometimes, basic needs are really difficult to express.  For that reason, I agree with Amber in the first  video whem she says that teachers  are are able and have to understand this situation and help students express thier feelings and difficulties.
The way is quite long but it is important to be patient and open minded

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The multicultural class in my school is very good

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The multicural class my school is very good.

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The multicultural school, the multicultural classes of my school where everything is learned from everyone. This is a positive opportunity.

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I think that migrants/refugees have many problems to live in another country without their family and with all other problems we know... So, schools system have to integrate and teach them language, habits, rules of the country they live and to assure them the possibility to improve their knowledges to realize their dreams.

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They need above all else to know that there is a framework to help and support them. Then there must be a thorough work of approach and knowledge of their needs on the part of the school, in a natural way. We will have to involve our students in a work of empathy, for this we will have to take care of the fears of our students and the students who have just arrived

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I don't have a class, I am giving lesson of French in more classes from 2,5 to 10 years old children. What I can see is that mostly teachers focus on the need to learn a language, that's actually true, but I also see the importance to deal with children's feelings about leaving their country. I see the importance to understand and try to integrate culture difference. I think first of all a teacher has to listen to these children/students and try to understand what they fist need.