Welcoming and supporting Ukrainian refugees

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Useful information

Definitions

What is a refugee?

A person who owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence as a result of such events, is unable or, owing to such fear, is unwilling to return to it. (from The 1951 United Nations Convention Relating to the Status of Refugees)

In the UK, a person is officially a refugee when they have their claim for asylum accepted by the government.

What is an asylum seeker?

A person who has left their country of origin and formally applied for asylum in another country but whose application has not yet been concluded. (Refugee Council)

Background information

It is estimated that over 6 million Ukrainian refugees have fled to neighbouring countries since 24 February 2022. According to the U.N. Refugee Agency (UNHCR), some 7.7 million Ukrainians remain displaced inside of their home country, while another 13 million are estimated to be stranded in affected areas and unable to leave because of security risks. Of those who have been forced to flee their homes, 90% are women and children. Ukrainian men aged 18-60 are unable to leave the country due to being eligible for military service. UNHCR has declared Ukraine a Level 3 emergency. In light of the rapidly evolving humanitarian crisis in Ukraine, UNHCR is working with authorities, UN agencies, displaced community groups and partners to provide desperately needed humanitarian assistance.

Current data

Which countries host the most Ukranian refugees?

Location nameSourceData datePopulation
PolandGovernment15 May 20223,357,984
RomaniaGovernment15 May 2022919,574
Russian FederationGovernment15 May 2022838,434
HungaryGovernment15 May 2022605,628
Republic of MoldovaGovernment15 May 2022463,348
SlovakiaGovernment15 May 2022421,662
BelarusGovernment15 May 202227,308

Source: UNHCR as from 15 May 2022

Resettling Ukrainian refugees in Devon

In recent years we have welcomed refugees from Syria and Afghanistan, and we will do what we can to support people escaping war in Ukraine. The Ukraine Family Scheme and Ukraine Sponsorship Scheme are two visa routes Ukrainians can take to escape the war and travel to the UK. Over 300 people in Devon put themselves as sponsors for Ukrainian families.

  1. Ukraine Family Scheme-family members of British nationals who can come and stay in the UK.
  2. Ukraine Sponsorship Scheme-Ukrainian families can come to the UK if they have a named sponsor.

In Devon, we welcome refugees seeking a safe home in our communities. (DCC)

What Devon teachers say

The most useful resource is, of course, the bilingual teachers. after that then any translated resource is also good. We have also found electronic devices very useful. It was important to know what circumstances the family has experienced. (KS3)

For our children, having them in younger classes (only there are mixed age and they have younger peers naturally alongside) allows them to tap into appropriate learning. (KS1)

Bringing refugees children together as a group develops their overall language as well as their English, as long as they aren’t separated off as a group – we do this once a week. (KS2)

Having an interpreter has been fantastic to communicate with the pupil and her family and to help explain cultural differences to us and the family and to reassure parents. (KS2)

Preparing for a refugee new arrival – the welcoming school

The aims of every school is to help refugee children to feel welcome and safe, to offer support, to help develop friendships, and to carefully assess language needs, learning needs and wellbeing. In order to achieve these aims make preparations for a new refugee arrival:

  • by creating a welcoming environment
  • by having a planned induction
  • by preparing the staff and pupils
  • by making links with home and family

Conduct an audit of school environment:

  • To pre-empt possible triggers of trauma
  • To ensure displays, books, curriculum are welcoming and non-threatening. Offer bilingual books, remove any materials such as charity posters showing refugee children, be aware that curriculum topics covering wars, loss etc. may be distressing.
  • To ensure there is a safe space.
  • To ensure there are familiar posters and objects around the school. (e.g. first language signs, food posters and materials which relate to the positive elements of the child’s experience.)

Plan induction:

  • Parent meetings/ tours of the school
  • Staggered entrance/ timetable

Prepare staff for refugee new arrivals:

  • Provide opportunities for CPD for staff (where relevant to include mealtime staff, caretakers etc)
  • To understand the refugee-background experience, and impact on learning
  • To acquire EAL strategies to support learning needs
  • Provide resources to enable staff to prepare children for a new refugee child in their class
  • Identify key staff to be the points of contact for the refugee child and set up support systems.

Prepare current pupils for refugee new arrivals:

  • Through lessons and assemblies raising awareness of refugee experiences
  • Through personal and social education
  • By planning activities and preparing and supporting buddies.

Bilingual/interpreter support:

  • The language of instruction in Ukraine is Ukrainian, but in some areas, this could be Russian language
  • Book an interpreter through EMTAS
  • Parents may be able to understand or speak English.

Advice for schools

The school community

The term refugee can carry a stigma for the families. First and foremost, refugees see themselves as Ukrainian or a doctor, or builder not necessarily a refugee -this term does not define them. Let families identify themselves as they wish and when they want. We suggest you share the family background with staff.

Induction meeting

  • Hold a parents’ meeting, using an interpreter, where you can explain the school’s ethos and allow parents/ carers to raise concerns or ask questions openly.
  • You can use the EMTAS induction pack to guide you.
  • Do a tour of the school and make an induction book with photos of key people, rooms and timetables.
  • Avoid asking questions that may be intrusive. Be aware that some parents might not want to share personal information with anyone.
  • You may choose to modify the information you would normally collect/ give at this stage. Think about the basic information that you need to be able to care for the child and gather all other registration information over time. You don’t have to do this all in the same meeting.
  • Communicate any necessary information to all relevant members of staff (playground assistants, dinner staff, etc.)
  • Meet in a friendly, calm environment. Perhaps a quiet space where they can see children’s work on the walls, rather than a formal office.
  • Show a willingness to learn/ pronounce and use the appropriate name for the parent/ guardian and the child.
  • Make sure the new pupil is signed up to after school activities/clubs as appropriate.
  • Find out what the child likes/is good at and for younger children suggest they bring a comfort toy to school.

Supporting the whole family

  • Sensitively gain as much understanding as possible about the child’s home background.
  • Refugee pupils may be living with one parent, extended family or perhaps a foster family. They may have been separated from their close or extended family.
  • In Ukraine, children don’t start school until they are six years old. For some children, this may be their first educational experience and it might take some time for them to adjust to the new system in the UK.
  • Entrusting that the children will be safe, protected and happy in school is paramount to families fleeing war conflict.
  • Provide parents with information on local ESOL support and community/social groups they could join.
  • Assign an appropriate member of staff to interact with the family to begin to build a trusting relationship. If you have access to a bilingual support teacher, this would be helpful.
  • Show the family that you are willing to learn from them about the child and have a genuine interest in developing a partnership with the family.
  • A home/school link is a good concept for staying in touch as Ukrainian parents are used to keeping a contact with the class teacher.
  • Provide parents with materials that are translated and/or written in simple English or with visuals although some of the parents might understand or speak some English. Be aware that some of them might be already Bilingual speaking Ukrainian as well as Russian.
  • Speak about one topic at a time (e.g. one key point) and keep conversations short.
  • Emphasise the importance to parents or carers of maintaining the use of the child’s first language ie: encourage families to continue using their home language.
  • Provide interpreters (when needed) for school meetings and workshops.
  • Encourage and support parents to be active in school life.

The welcoming classroom

  • Ukrainian students will have previous educational experience – children in Ukraine start school at the age of 6.
  • Initially the pupil may be overwhelmed and possibly confused in the new environment.
  • They will need time to adjust to new demands made upon them and may remain silent for some time, therefore a welcoming, engaging and supportive environment to meet the challenging transition facing them is crucial.
  • New arrivals need to feel welcome and safe and very much part of the new group they have joined.
  • In order to support smooth transition, you can download a Ukrainian version of the ‘Starting School’ booklet.
  • The welcoming classroom
  • Respect the child’s right to a silent period (this may last several months)
  • Establish a buddy system, involving a range of trained children
  • Make sure children’s names are pronounced properly
  • Make sure pupils know the names of their teachers and support staff
  • Staff should attempt to learn a few words of the children’s’ first language
  • The class can also be taught to say hello/bye in the child’s home language
  • Group the pupil with good role models
  • Do not worry if beginners say very little at first-plenty of listening time is important when starting to learn a new language
  • Display photographs of artefacts, places, bilingual signs and other resources that may be familiar to the child
  • The child will not only be learning to navigate a new school, but their family will be trying to adjust to housing, transport, food and the English weather amongst other things. Some may be unaccompanied and many will have left family members behind
  • Pupils should have the opportunity to talk about their experience or home country and this would best done in their home language
  • Check on the well-being of the child after break and dinner times
  • Support children in creating bilingual glossaries, storybooks etc
  • The child will be learning school rules and procedures, making new relationships and learning to be comfortable with teachers, adults and children in a new environment
  • Once the child is comfortable in the school environment their level of English can be assessed. It is important to assess the whole child by looking for skills and talents and any interests they may have alongside English proficiency. It is important that once assessed the child is taught an age and level appropriate subject curriculum
  • Use the EAL Assessment Tool to set language learning targets for your pupil
  • Encourage the pupil to use their home language to research, write first drafts and for quiet reading time
  • Set up plenty of pair and group work where children have collaborative roles to play
  • Provide the child with a whiteboard /picture dictionary so they can draw or point to their feelings and needs

Survival English

  • use bilingual support whenever possible
  • ensure children have what they need (apps/dictionaries/technology) for homework
  • help beginners learn useful basic phrases such as thank you, please can I have …, I don’t understand. Use of word/picture fans for younger pupils may be appropriate
  • teach survival school and classroom language – toilet, I feel ill, can I have a drink
  • use pictures and labels. They can make their own ‘dictionaries’ for key words for your subject
  • visual cues, for example videos, slides, pictures, diagrams, flash cards and illustrated glossaries are used as appropriate
  • display bilingual signs around the classroom
  • allow the child to assimilate without having to actively participate. It is important to allow children to watch and listen

Trauma

Not all refugees will have experienced trauma and/or exhibit symptoms related to trauma. Don’t make assumptions that they will suffer from trauma. However, many refugee children may have experienced hardship or suffered traumatic events. This may impact upon their learning along with linguistic and cultural barriers.

Refugee children may have experienced the following:

  • Short/long term disruption of schooling
  • Witnessing or suffering violence
  • Neglect through lack of food/ shelter lack of medical care
  • Separation from family
  • Loss of family members
  • Uncertainty about the future
  • Living in harsh environment
  • Torture or may have witnessed torture

Possible triggers:

  • Teasing/name calling
  • Fire alarms, bells; fireworks, aircraft
  • Dark rooms or being at school in the winter if it gets dark (consider after school clubs)
  • Unfamiliar celebrations such as Halloween
  • Videos, films, books with violent subject matter (e.g. Macbeth, some fairy tales etc)•Perceived chaos (perhaps at playtime in the playground, during drama or during free play)

Possible warning signs of trauma:

  • Difficulty concentrating
  • Tiredness from lack of sleep
  • Isolation or withdrawal from others
  • Irritability, hyper-alertness
  • Exaggerated startled responses
  • Preoccupation with violence through drawings/in conversation
  • Exaggerated worry about harm coming to themselves or others
  • Excessive distress about separating from parent
  • Challenges processing information, organizing material and establishing goals
  • Challenges comprehending cause-effect relationships and taking others’ perspectives.

Bilingual books and dictionaries

Dictionaries

Most children will be happier using an online dictionary but it may be useful to provide hardcopy dictionaries too.

Guidance for schools

Learning English/teaching English

Teaching Resources

Local support

Ukrainian language

Phrase in EnglishUkrainianUkrainian pronunciation
Hello/HiДоброгодня/ПривітDobroho dnya/Pryvit
ByeДопобаченняDo pobachennya
Good morningДобрий ранок!Dobryy ranok
WelcomeЛаскаво просимоLaskavo prosymo
PleaseБудь ласкаBood laska
Thank youДякуюDyakuyu

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