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MB < > HEAR IT FROM THE CHILDREN

HEAR IT FROM THE CHILDREN on flight routes and arriving in NorwayReport

HEAR IT FROM THE CHILDREN

– on the move and arriving in Norway

REPORT 2016

CONTENTSEXECUTIVE SUMMARY ............................................................................................................................... 5

INTRODUCTION ............................................................................................................................................ 6

METHOD .............................................................................................................................................................. 10

EXPERIENCES OF CHILDREN ON THE MOVE ................................................................. 16

EXPERIENCES OF CHILDREN ON THEIR ARRIVAL TO NORWAY ................... 26

EXPLORING PRIORITIES, EDUCATION AND PROTECTION ............................. 32

CLOSING SESSION ..................................................................................................................................... 40

CONCLUSIONS ............................................................................................................................................. 42

CHILDREN’S KEY CONCERNS AND RECOMMENDATIONS ............................ 44

SAVE THE CHILDREN’S RECOMMENDATIONS ............................................................... 46

ANNEXES ............................................................................................................................................................. 48

REFERENCES ..................................................................................................................................................... 54

ACKNOWLEDGEMENTS

Report; Hear it from the childrenRedd Barna, August 2016Written by: Annette GiertsenFront page photo: Annette Giertsen / Save the Children NorwayGraphic design: Brød & tekst, www.brodogtekst.noPrint: 07-Xpress

This study was designed, led and facilitated by Annette Giertsen, who also wrote this report on behalf of Save the Children. The data collection was carried out in cooperation with Else Abildtrup Østergaard, Sigbjørn Solli Ljung, Grete Vandvik and Camilla Scharffscher Engeset from Save the Children. Interpreters in Arabic, Kurmanji, Dari and Pashto supported the gatherings. Save the Children thanks The Norwegian Directorate for Immigration (UDI) for permission to contact transit reception centers, and the heads of the reception centers and staff members for their cooperation. Special thanks go to the parents and guardians who accepted the partici-pation of their children and young people. Warm thanks also go to all the children and young people for their willingness to take part and their valuable contributions.

This report reflects the views and concerns of children from Syria and Afghanistan who fled from their countries to Norway in 2015, and lived in transit reception centers in and close to Oslo between February and May 2016.

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Children and families are on the move in unprecedented numbers, creating the highest level of displacement in Europe since World War II. The refugee crisis has dominated the media, political and professional debates, but we seldom hear children themselves share their opinions or tell us of the conditions they endure.

In the report, children and youth share their experiences of the long journey, and how their life has been after arriving in Norway. They want us to listen and better understand what it is like to be them. They wish to participate and influence the many discussions and decisions that affect them and the many other children in a similar situation.

We should never forget that children on the move are children first and foremost, regardless of their migration status. When adults define what is in the best interest of children and work to ensure children’s rights, we need to listen to the experiences and opinions of children. Children’s own solutions to their challenges are often better than ours. Children and youth are the experts on their own lives. The UN Convention on the Rights of the Child clearly states that all children and youth shall have the opportunity to participate and influence the decisions that affect their lives.

Thank you to all the children and young people who have generously, bravely and honestly shared their experiences and knowledge about being on the move and seeking asylum in Norway. It is because of you we have been able to produce this report. We would also like to thank Annette Giertsen who has led the project, conducted meetings with the children and written the report.

With this report we would like to provide insight into the thoughts of children we seldom hear from. Children who have applied for asylum in Norway are given a voice, and we should listen. We have much to learn from them.

Tove R. WangCEO Save the Children Norway

Hear it from the children – a message to you from children on the move

4 < > HEAR IT FROM THE CHILDREN Photo: Annette Giertsen / Save the Children Norway

4 < > HEAR IT FROM THE CHILDREN

EXECUTIVE SUMMARYThis study documents the experiences and views of children who have fled their country and are seeking asylum in Norway. Through talking and listening to children on the move, the Hear it from the Children initiative brings forward children’s unique perspectives and experiences. The insights gained will be used to strengthen children’s rights by improving our own work as well as influencing other organizations and local, national and international authorities.

Altogether 78 children and young people from Syria and Afghanistan participated in the study, among them 12 girls. About half of them were unaccompanied asylum seekers. All of them were living at transit reception centres in or near Oslo when they took part in the study. The information has been elicited by means of participatory tools.

THE REFUGEE SITUATION GLOBALLY AND IN NORWAY 2015In 2015 65.3 million people were displaced worldwide, including 40.8 million displaced within their own country and 24.5 million who fled to other countries as refugees. This is the highest ever registered number of people displaced from their homes by conflict and persecution. Of these, more than 1 million arrived in Europe in 2015, and about one-third of them were children. 31,145 people applied for asylum in Norway in 2015. This is nearly three times as many compared to 2014. The majority of asylum seekers in Norway in 2015 were from Syria and Afghanistan. This sudden increase in people seeking refuge in 2015 challenged the Norwegian immigration authorities, and the standard of living conditions offered to the new arrivals, including children’s access to education and health care, were reduced.

KEY FINDINGSThe study underlines children’s universal need for safety and protection and to be with their families; to live in a safe place where there is access to education and hope for the future.

On the Move: The children’s stories illustrate the extremely difficult experiences children on the move are continuously exposed to, both physically and emotionally, as they struggle to survive. The children who participated in this study say they lacked water, food and safe places to rest. They were exhausted, scared and afraid. Some were shot at, received death threats, almost drowned or were nearly killed. Many saw other people being killed and some saw small children who had been left behind by their parents. Many of them were maltreated by police, border authorities and smugglers. The unaccompanied children missed their families intensely. Most of them journeyed for weeks and some for months.

Arriving in Norway: When arriving in Norway children felt relieved at having reached a safe place to live. Their hopes are to get education, and they appreciate the laws which allow all, including girls and minority groups, the same access to education. They want to be able to realize their dreams, and make friends. As time goes on, they hope to be able to support others and contribute to society. Their fears and worries are related to the uncertainty regarding their permission to stay in Norway. They fear being returned to another country or their home country. This additional emotional burden reinforces the traumatic impact of the journey they have recently undertaken. The fact that they are given no definite time-frame regarding a response to their applications for asylum is extremely stressful.

In the reception centers children long for meaningful activities, especially education, a chance to learn Norwegian and to participate in sports. They point out that this will bring them into contact with Norwegian children, and help them to integrate. Most have access to internet. A few have found an online Norwegian course and had started to learn Norwegian on their own initiative. Education is by far the most important issue for children when they are asked about priorities. They considered education to have a value in itself; they see it as crucial to each and everyone’s development, and for the development of society as a whole. It means access to work and coping with everyday life. One child said: “Education is the secret of happiness and a gift you bring with you forever. “

”The study underlines children’s universal need for safety and protection and to be with their families; to live in a safe place where there is access to education and hope for the future. ”

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1) Accompanied children refers to those who come with one or both of their parents; unaccompanied children are asylum seekers under the age of 18 years, who come without parents or others with parental responsibility and apply for protection (asylum), see https://www.udi.no/en/word-definitions/unaccompanied-minor-asylum-seekers/ 2) Norwegian Refugee Council – The global displacement figures, available at https://www.nrc.no/the-global-picture-of-displacement/ 3) UNHCR, Refugee/Migrants Regional Response - Mediterranean, latest documents, data and statistics, available at: http://data.unhcr.org/mediterranean/regional.php, cited in ENOC press release 4) The Norwegian Directorate for Immigration (UDI), Statistics and analysis on immigration, https://www.udi.no/en/statistics-and-analysis/

This study explores children experiences and thoughts during their journey from Afghanistan and Syria and arriving in a new country. The children interviewed came to Norway in 2015 as accompanied1 or unaccompanied asylum seekers. The study reveals that they experienced extremely difficult situations, and endured severe and unimaginable physical and emotional stress, pain and suffering. But many of the children also shared moments of care, concern and friendship. They also talk about their insecurity and fears on arriving in Norway; their need for predictability regarding their permission to stay in Norway; and their hopes and wishes for the future. Like most young people, they want to live in safety together with their families and get an education. They also contribute with proposals for improvement regarding education and protection, and give recommendations to the authorities on these issues. This study documents children experiences and reflections, their priorities, hopes and fears. It is intended to guide the implementation, to the extent possible, of children rights to survival, development and protection and emphasizes children’s right to be heard in all situations. The insights gained may also serve to alert civil society organizations and authorities at local, national and international levels regarding this particular group of children’s needs and rights.

THE REFUGEE SITUATION GLOBALLY AND IN EUROPE The numbers of peoples forced to leave their home to flee conflict and persecution is at an all-time high. According to the Norwegian Refugee Council, the total number of people displaced worldwide in 2015 was 65.3 million people; this is an increase of nearly 9 percent compared with the previous year: 65.3 million people were fleeing their homes in 2015. That means the number of people forced to flee rose by 5.8 million in just one year. The number of refugees crossing international borders is the highest ever registered by reliable statistics, and so is the number of people displaced within their own country.2

According to UNHCR, more than 1 million people arrived in Europe in 2015 and nearly 4,000 went missing or died on the way.3 By the end of the year, more than one-third of those arriving were children. As of mid-August 2016, more than 250,000 people had reached European shores since

the beginning of the year, and more than 3000 have died or gone missing(ibid.)

This crisis is testing the values of European countries and how these are reflected in their policies and actions. While there have been remarkable acts of generosity and compassion, there is increasing concern that Europe as a whole and individual countries are prioritizing immigrati-on restrictions at the cost of their obligations to protect people fleeing from war and oppression. In addition to the EU-Turkey agreement ‘return one to resettle one’ regarding Syrian refugees, countries have introduced new restrictions on the rights of families to be reunited and, in the case of Denmark, introduced a law allowing authorities to seize refugees’ cash and valuables.

Children fleeing to Europe face incredible risks and hardships. Children have been forced to walk long distances in hilly and rough terrain despite being physically weaker and less able to withstand physical challenges than adults. Several become ill or die on the hazardous journey across the Aegean or Mediterranean seas. In addition, many children flee alone or become separated from their parents during the journey. They are particularly vulnerable to exploitation and abuse, also by smugglers.

THE REFUGEE SITUATION IN NORWAYIn 2015 31,145 people applied for asylum in Norway. The majority came from Syria (10,536), Afghanistan (6,987), Iraq and Eritrea. Approximately one third of all asylum seekers in 2015 were children. Of these, 5,297 children were unaccompanied. The majority of unaccompanied children came from Afghanistan (83 %).4

The number of people seeking asylum in Norway decreased dramatically during the first months in 2016. By the end of July, 1,943 people, including 202 unaccompanied children, have applied for asylum in Norway. The majority are from Syria, Afghanistan and Eritrea, and most of the unaccompanied children come from Afghanistan (ibid.).

The sudden increase in asylum seekers to Norway in 2015 stretched the ability of The Norwegian Directorate for Immigration (UDI) to provide accommodation for people who arrived. Emergency accommodation and new reception

INTRODUCTION

6 < > HEAR IT FROM THE CHILDREN REPORT 2016 < > 7

centers were set up. Temporary arrangements were provided at hotels and camping places. This influenced and reduced the standard of living conditions, including children’s access to facilities such as education and health care.

Most asylum seekers stay at reception centers whilst awaiting the outcome of their application for asylum. The Norwegian Directorate for Immigration (UDI) is responsible for processing asylum applications and for coordinating and overseeing the running of reception centers. The reception centers are open facilities. They hold a basic standard5 and are meant as short term accommodation. However, children spend in average 30 months in reception centers.6

Children who apply for asylum in Norway have the right to education and health care. However, there can be barri-ers to children receiving proper health care, including that some child and adolescent health services are reluctant to treat children living in reception centres because it is uncertain whether they will be able to complete the treatment before the child leaves.7

According to Norwegian law,8 children seeking asylum have the right to start school from day one, if is likely that they will stay in Norway for more than three months. But, during the previous year many children have spent months without access to education. Lack of access to education deprives children seeking asylum of a fundamental right as well as an opportunity to recover, to grow and develop

5) UDI circulars, updated Nov. 2015: https://www.udiregelverk.no/en/documents/udi-circulars/rs-2008-031/ 6)Berg og Tronstad: Levekår for barn i asylsøkerfasen, NTNU og NIBR 2015 7) Paulsen, Michelsen and Brochmann: Barnevernets arbeid med barn i asylsøkerfasen: Faglige utfordringer og barrierer i mottaksapparatet, NTNU Samfunnsforskning 2015 – at the request of Save the Children Norway https://samforsk.no/Sider/Publikasjoner/Barnevernets-arbeid-med-barn-i-asyls%C3%B8kerfasen--Faglige-utfordringer-og-barrierer-i-mottaksapparatet.aspx 8) The Education Act (only in Norwegian) https://lovdata.no/dokument/NL/lov/1998-07-17-61/KAPITTEL_11#KAPITTEL_11

Photo: Annette Giertsen / Save the Children Norway


and to establish hopes for the future. Deficiency of education also affects society as a whole. A study estimates the economic loss of inadequate education to be an average of NOK 3.8 million per individual (value per 2015).9 These costs come in addition to non-price-determined effects such as quality of life for each of the refugees. The analysis also points to conditions in school that may contribute to strengthen the students’ possibilities to succeed in further education, work and participation in community (ibid.).

The main legal framework in Norway regarding child protection is the Child Welfare Act,10 which applies to all children in the country, regardless of their legal status or where they are living, in or outside reception centers. An unaccompanied child, who is under the age of 15 at the time of application, is the responsibility of the child welfare service.

The Norwegian Directorate for Immigration (UDI), under the Ministry of Justice and Public Security, is the adminis-trative body responsible for providing proper care for unaccompanied children between the ages of 15 and 18 living at reception centers. This responsibility covers the

period while they await a decision on their asylum claim and until they are either settled in a municipality or leave Norway.

There are different requirements regarding staff ratios and qualifications for general child welfare institutions and reception centers. During recent years several research reports have raised concerns about the situation in reception centers for unaccompanied children. The UN has also criticized Norway for not providing appropriate care for this group of children.11 The situation became even more critical due to the sudden increase of unaccompanied asylum seekers in 2015. At one point 300 unaccompanied asylum seekers lived together at a reception center with only five adults caring for them.12

Hear it from the ChildrenIn 2015 Save the Children decided to produce reports called Hear it From the Children, documenting experiences from children on the move. Through hearing directly from children and young people forced to flee from their country, their particular concerns and rights can be addressed more effectively. The information gathered can

9) Fafo: Kostnader ved mangelfull utdanning av asylsøkere og flyktninger, Samfunnsøkonomisk analyse Rapport nr. 32-2016, https://www.regjeringen.no/contentassets/4c9b4ba08bc24e14bd1f5bd4d26e9564/r32-2016-samfunnsokonomiske-kostnader-ved-at-asylsokere-og-flyktninger-far-mangel-full-grunnopplæring.pdf 10) LOV-1992-07-17-100 11) Comments on the Rights of the Child, Concluding Observatio.ns, Norway 2010, see Special Protection Measures of the Convention; refugee, asylum seeking and unaccompanied children http://www2.ohchr.org/english/bodies/crc/docs/CRC.C.NOR.CO.4.pdf 12) http://www.dagbladet.no/2015/09/25/nyheter/innenriks/flyktninger/syria/politikk/41238621/

Photo: Inge Lie / Save the Children Norway


provide invaluable insights to Save the Children and other organizations, local and national authorities in order to provide child friendly, rights-based and appropriate responses to children on the move. In addition to this report three other reports have so far been published, from Nepal, South-Sudan and from Ethiopia and DR Congo.

WHAT IS INCLUDED IN THIS REPORT, AND NOT INCLUDEDThe purpose of the studyThis study focuses on children between five and seventeen years who undertook the dangerous journey from Syria and Afghanistan and arrived as accompanied or unaccompanied minors in Norway during the last part of 2015. Children of these nationalities were invited to participate since they represented the largest groups arriving in Norway the same year. A few young people from other countries are included, from Iraq, Somalia and Uzbekistan. A total of 78 children and young people participated; among them were 12 girls. There were 25 persons in the Arabic-speaking group; 53 children came from Afghanistan, of whom 13 spoke Pashto and 40 spoke Dari. 41 came as unaccompanied refugees (see page 6 and 7 for more information).

No adults have been included in the study. A few parents were included as support persons due to language challenges. Those below seven years could bring one of their parents to the sessions.

This study documents children’s needs and experiences, their views and priorities while they were on the move and when they reached Norway. We wanted to know how they experienced being on the move, how they coped with and were affected by extreme difficulties, risks and dangers. We also wanted to know their proposals and recommen-dations to fulfill their rights, including safety and survival of children undertaking such journeys; and their hopes and fears for future. The report will therefore contain considerations of methods used and ethical implications (see chapter on Methods).

This study does not include descriptions of the situation in the countries they left behind; how the decision to leave was made and by whom, how the journey was organized, the circumstances of their departure and possible responsibilities they bring with them.13 The study does not include family background, the parents’ or caregivers’ views, the child’s situation in the family and his or her thoughts about this. Some of the children have neverthe-less talked about these circumstances, such as the situation when they left, the departure and responsibilities they brought with them.

MAIN THEMESThe following issues were explored during the gatherings

1. What are children’s experiences when on the move, what was difficult and were there any good experiences? What did they think and feel?

2. What did they experience when they reached a new country, what was difficult and what was good, what were their hopes and fears? What are their proposals to improve their situation after arrival?

3. Issues explored: a. What were their priorities: what was most important in coping with difficult and extreme situations? b. What were their views on education: its advantages and challenges and what should be improved and how? c. What was the significance of education for their lives d. What were their views on protection, what was good and important; what was difficult and not functioning and what should be improved and how?

4. Children were also asked to give their proposals and recommendations to the Norwegian government to improve the safety for children on the move and conditions in the country where they seek asylum.

13) See Resiland, Participation, capacities and resilience of children on the move against trafficking and exploitation, http://www.resiland.org/files/small_booklet_res.pdf


METHODInteracting with children who have had multiple traumatic experiences means to take on a huge responsibility. The way this is conducted has a significant impact on how the participants feel during and after the session. There is a risk that during such studies participants may feel that they are being used for the purpose of others. There is also a danger that they may have unrealistic expectations regarding proposals they make for improvements. At the same time such studies are opportunities for organizations and facilitators to convey our respect to the participants, recognizing what they have been through, and appreciation and gratefulness for their participation and contributions. All this has implications concerning ethical issues, for the way of facilitating and choice of approach, agenda, methods and tools.

ETHICAL CONSIDERATIONSWhen working on issues related to traumatic experiences, it is crucial to have available professional psychosocial support. All the children had been through severely stressful, at times life-threatening situations, and were continually exposed to physical pain and emotional distress during the flight. They were still living with extreme worries and insecurity upon arrival in Norway. Some also talked about violent experiences before they left their countries.

A lesson learnt is that a child-youth counselor should have been available for all and especially for the smaller children during, and after the sessions. Failing this, the participants and their parents/guardians should have received names and telephone numbers of professional counselors, or contact persons at the center who could have followed up for professional counseling.

THE PARTICIPANTS • A total of 78 children took part in the study. 53 came from Afghanistan and 25 were Arabic-speaking, mostly from Syria. Of all child refugees who arrived in Norway in 2015, Afghan children made up 43 % and Syrian 25 %. • The number of girls in the group was 12. Girls made up 25% of the total number of child refugees arriving in Norway in 2015.14 More than half of the total group in this study, 51 children, was unaccompanied, and 27 came with their parents or other adult caregivers.• Of the total population of children who arrived in 2015, 5.297 (51 %) were unaccompanied. The ratio of unaccompanied children in the study was higher compared to that of the total number of refugee children arriving in 2015 (see footnote 5).

14) The study included a smaller percentage of girls compared to that of the total population of children arriving in Norway in 2015. This is probably due to the situation that more children (in this study) came from reception centers for unaccompanied children where boys were in majority.

OVERVIEW OF BACKGROUND OF ALL PARTICIPANTS

Syria Afghanistan Total

Accompanied 15 12 27

Unaccompanied 10 41 51

Total number 25 53 78

OVERVIEW OF CHILDREN FROM AFGHANISTAN

Afghanistan Total

Language Pashto Dari

Accompanied 1 11 12

Unaccompanied 12 29 41

Total number 13 40 53

OVERVIEW OF GIRLS

Syria Afghanistan Total

Language Arabic / Kurmanji Pashto Dari

Girls 5 1 6 12


The Arabic-speaking group:• This group included 5 girls. The total population of girls from Syria in 2015 was 38%. • The number of unaccompanied children was 10; of the total number of Syrian refugee children in 2015, 10 % of them were unaccompanied. Seven came with relatives / other adults they knew and three came alone (see footnote 2).• Fifteen arrived together with one or two parents. Of this group, 9 came from Syria (including nine Kurmanji-speaking15 people) 5 from Iraq and one from Somalia.• The age-range of this group was from 5 to 17 years.

The Dari and Pashto speaking group: • This group, mainly from Afghanistan, included 13 Pashto speaking and 40 Dari speaking persons. • There were 7 girls in this group; 6 of them spoke Dari and one Pashto. This ratio is close to the ratio of girls in the total group of Afghan children who arrived in 2015. • More than half of them, 41, arrived as unaccompanied, of them 12 Pashto (all but one) and 29 Dari-speaking persons. This ratio is close to that for unaccompanied children coming from Afghanistan in 2015, which is 65 %. • Only 12 of the children in this group were accompanied by their parents or other caregivers. From the Pashto speaking group all arrived unaccompanied but one. • All of the participants came from Afghanistan except one, who came from Uzbekistan. • They were between 7 and 17 years.

The presentation of children’s experiences is written so that their voices are directly reflected in the text.

METHODS AND TOOLS Working with children’s participation requires a variety approaches and methods. Basic requirements16 have been developed in order to guide such work, and will often be reflected to different extents in work on children’s participation. In this study two of the basic requirements have been given special attention: Participation is voluntary and Safe and sensitive to risk, although all the recommended requirements have been considered.

As mentioned above, this study is part of Save the Children’s global initiative, Hear it from the Children. Some adjustments

of the method have been made in order to fulfil the objectives in the best possible way. The adjustments were done based on Save the Children Norway’s experiences from systematic work on children’s participation over years.17 To be able to document needs and experiences, opinions and priorities of children in especially difficult situations, it is crucial to create settings which are familiar to children and young people, making them feel comfortable and confident to say what they want to express, or to choose to remain silent. Our experiences show that participatory tools take care of this to a large extent. The tools are suitable for exploring, documenting and assessing sensitive issues. They allow for individual and collective work; allow for various ways of expression familiar to children, and inspire sharing of stories, experiences and opinions. In this study, the Body map tool followed by reflections, has replaced focus group discussions.

Another adjustment was to add a participatory tool, the H-assessment, to the flashcards. Flashcards offer participants a choice among several options. An additional category, other, is added, which gives the participants an opportunity to add on their alternatives. The H-Assessment was added to allow a space for reflections and thoughts without directing the children’s thinking and expressions, and to create a stimulating atmosphere.

Opening and closing sessionsThe opening session is vital to make the participants feel comfortable and confident, and to give the necessary information such as the reason for the gathering and the purpose of the study, and to check on children’s feedback to the introduction. As participation is voluntary, the children were invited to take part, and they and their guardians18 were asked to sign a consent form.19

The closing session was also an important part of the workshop, as this influenced how the participants felt when they left after sharing their experiences, many for the first time. The final sessions are opportunities for the facilitators to express their appreciation of and grateful-ness for the children’s contributions, and to ensure they leave feeling relieved and with the satisfaction of having done something valuable together. To mark this, a small ceremony was organized at the end of the gathering, where all sat together in a circle, and were invited to give their feedback. Each participant then received a diploma.

15) This is one of the main Kurdish languages, and is spoken in Syria. 16) The Basic Requirements were developed by the UN Committee on the Rights of the Child, GENERAL COMMENT No. 12 (2009), The right of the child to be heard, http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/CRC-C-GC-12.pdf; For applying the requirements see: Nine basic requirements for effective and ethical participation and associated benchmarks to each requirement, http://www.each-for-sick-children.org/images/2015/Nine_requirements_children-s_participation_Lansdown.pdf 17) Save the Children Norway has been working systematically with children’s participation the last decades, and during the last 10 years partici-patory tools and methods have been developed with children and youth from more than 20 countries. Tools and methods as well as experiences and results have been gathered in toolkits and reports. For information see http://tn.reddbarna.no/default.asp?V_ITEM_ID=10963. 18) According to the Norwegian law from 2010 on guardianship, unaccompanied minor asylum seekers are entitled to a representative [a guardian]. This goes for unaccompanied minor asylum seekers under 18, who have come to Norway without parents or others with parental responsibility and are seeking protection (asylum) or limited residence permit under special schemes for trafficking. 19) See Attachment 1


Description of the toolsTwo additional tools were used in this study, the Body map and the H-assessment. The body map20 may be used for different purposes, such as to map, document and assess children’s (or other groups’) experiences, reflections and priorities in different situations. By looking at all parts of the body, the tool opens up for seeing how a situation may affect thinking and feeling, behavior and actions of a group or individual. Guiding questions are used in relation to the different body parts. For example, focusing on the head one might ask: what did you think of as you were on the flight route; what did you see; what did you hear; what did you smell; and what did you say or what did others say, etc. This exercise continues for the rest of the body, for example: how did you use your shoulders, what responsibilities did you take on; how did you feel; anything you liked and anything you disliked; how did you use your arms and hands? Did you help anybody? Did anybody help you? How did you use your legs and feet? The same sort of guiding questions were used to gather data on how it felt to arrive in a new country. When using this tool it is especially important to work in separate groups to make sure that important information is gathered from different groups of children. In this study the participants worked in groups according to age.

This tool has an advantage when working on sensitive issues, as the participants can support and encourage each other to remember, reflect and express themselves. It may, for example, be helpful to use the body map to describe concretely how different parts were used. There are no right or wrong answers, but each one was invited to share what thoughts and images the exercise brought to their minds.

The H-assessment21 is used for discussing, listing and assessing strengths and weaknesses of an initiative or situation. There is also a space for proposing ideas and recommendations for improvement of the issue or situation under discussion. In this study it was used to explore positive and negative aspects regarding education and protection. This exercise was done in plenary, no group exceeding nine persons.

The flashcards were used for two purposes. One was to gather information on the children’s priorities in a difficult situation. Seven options were given and the participants were asked to choose the three most important issues, and also name the most important one. The seven options were: food, water, shelter, healthcare, education for younger and older children, leisure activities, sport etc. and other (here family was chosen).

The other purpose where the flashcards were used was to find out about children’s assessment of the ways in which education was important in their lives. Five options were given: my family and home, my health, protection and safety, how I feel, my future and other.

IMPLEMENTATIONSave the Children got permission from The Norwegian Directorate for Immigration (UDI) to contact different reception centers. Transit reception centers in and nearby Oslo were contacted and five agreed to cooperate.

The reception centers agreed to inform families and unaccompanied children from Syria and Afghanistan and invite them to the gathering. In two reception centers, information meetings with adults and children were organized. Due to practical limitations such as travel to the centers, contact with the participants due to their time schedules, the task of informing about the gathering was left to staff members at the centers. There is no information about how many in each center were informed but did not participate. In a few cases young people were reluctant to participate at first, but joined after having received more detailed information from the facilitators, such as the purpose of the gathering. Some were hoping for possible immediate advantages resulting from their participation. When realizing that this was not necessarily the case, they nevertheless took part when they recognized that it was an opportunity to share their experiences, and that it would be a contribution to work for the fulfillment of the rights of refugee children. One boy left the gathering due to illness. Voluntary and anonymousFrom the beginning the participants were informed that it was voluntary to join and to stay in the session. As mentioned, their guardians were informed, and they and the participants were asked to sign a consent form. The participants were informed about anonymity, that no external person will know their name or that they have participated in the gathering. These standards can be found as two of nine basic requirements for children’s participation: Participation is voluntary and Safe and sensitive to risk.22

Voluntary participation also refers to what the partici-pants wanted to share and what not. It is important to be able to differentiate what children want to share but don’t quite know how to express it, or may feel that it’s not important enough, and what they really want to keep to themselves. This influenced communication and the way of working (see above). Sometimes it was possible for them to express themselves with a little empathetic support (girl 16 years):

20) Link to digital presentation of the Body map (scroll down the page): http://tn.reddbarna.no/default.asp?V_ITEM_ID=1102521) Link to digital presentation of the H-Assessment (scroll down the page): http://tn.reddbarna.no/default.asp?V_ITEM_ID=1102522) The basic requirements were developed by the UN Committee on the Rights of the Child, GENERAL COMMENT No. 12 (2009), The right of the child to be heard, http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/CRC-C-GC-12.pdf; See also: Nine basic requirements for effective and ethical participation and associated benchmarks to each requirement, http://www.each-for-sick-children.org/images/2015/Nine_requirements_children-s_participation_Lansdown.pdf


When I was on the flight route nothing good happened. Is it okay that I do not write anything? I do not want to remember.

That’s ok. If you think of anything you want to share, please do, for example did anything positive happen?

There were some people that helped me.

How did they help you?

They gave me food and a place to sleep and protection. I was pregnant, I was afraid, I needed protection.

Agenda The agenda had three key topics:

I. Welcome and introduction This included introduction of the interpreters and presen-tation of participants. This was followed by information about the purpose of this gathering, the issues to be discussed, and how we will work with them. This ended by brief information about the follow up: each of the partici-pants will receive a copy of the report (in English) and be told about how the information will be used, providing we are able to find out where they are and reach them.23

II. Documenting children’s experiences as they undertook the journey and upon arriving in Norway (see paragraph below for more detailed information about the tools used to explore these themes)• Introducing and applying the body map and space for reflections • the H-assessment tool (see above for more information): the participant’s views on education and protection• flashcards on priorities and the significance of education and protection.

III. Closing session• Feedback from the children and young persons on how they experienced participating in the gathering • Handing out of certificates

The gatheringsA total of 11 gatherings with the 78 children and young people were held, four in transit centers for families and accompanied children and young people, and seven in transit centers for unaccompanied children asylum seekers. Each group took part in one gathering that lasted for three to four hours. The number of participants in each gathering varied from two to nine.

Each gathering had one facilitator, one note-taker/co-facilitator and interpreter/s. In two groups two languages were used at the same time with two interpreters.

The groups were divided by age (5-8 years; 9-15 and 16-17 years). The children from 5-8 years were accompanied by their mothers or fathers during the gathering. The intention was to divide the groups according to gender to make sure that the girls had the space they needed. This proved unnecessary; in some cases it was the girls who encouraged and supported the boys to contribute. The participants worked individually, in groups and plenary. Some participants asked not to be part of the group, and wanted instead to tell their stories individually, and did so with support from the interpreter. One boy sat by himself and wrote. Another boy said that he did not want to write or draw, he only wanted to tell a person what he had to share, and this was arranged for. Some did not want to say anything, they said it was too painful to remember what they had experienced, but all of them stayed until the end of the session.

As mentioned, information was collected using participatory tools, (see above). The work with the body map was followed by a moment of reflection on what was most important, what had been good and what had been difficult or negative and their hopes and wishes for the future. The groups used this opportunity in various ways; some groups underlined what was already mentioned, while others added informa-tion, often with a strong emotional content. In those cases, it seemed that this moment of reflection stimulated special memories and helped them to express situations that needed additional courage and time to be remembered and told.

The groups made different use of the H-assessment tool. For some groups this was an opportunity for reflecting together on topics or situations. They made considerable contributions and proposals to the study. Other groups went more quickly through this exercise and used more time on the body map.

Some groups were familiar with this way of working and opinions or statements from some of the participants inspired the rest of the group.

The flashcards are a more structured way to relate to an issue and give clear alternatives to choose from. They opened up for additional choices as well, which a few groups made use of. In some of the groups we saw a tendency for participants to choose the same as the others, while other group members were more independent.

LIMITATIONS AND LESSONS LEARNT Sample sizeDue to the low number of participants in this study, 78 girls and boys, it is not possible to draw quantitative-based conclusions on children on the move or arriving in Norway. This was not the intention of the study.

23) This will be followed up – to the extent possible - by volunteers from Save the Children Norway, who are working at reception centers.

14 < > HEAR IT FROM THE CHILDREN Photo: Inge Lie / Save the Children Norway


Duration of gatherings We met each group once due to our limited capacity. The reception centers proposed the time for the meetings and we had to adapt to the schedule at the center. For some groups, more time would have been needed in order to follow up some of the participants; for example, those who found it difficult express themselves. One boy said he was going to write more, but then said that he changed his mind, because he did not know how to express himself. He was asked if it would be easier for him to write or draw, which he said he would. But he did not write any more. Possible follow-up in such situations had to be balanced with not pushing the participants to reveal more than they really wanted. It is also in such situations as this that a counselor would have been required.

A follow-up meeting with the participants might have been helpful for those who needed more time and support.

Language barriers and interpretationIn general the use of interpreters functioned very well. At the same time, a situation where there is no common language means that important information will be lost; for example when the participants talk among themselves and make comments, which could open up for further questions or conversation. In some of the gatherings, due to time limitations, the interpreter translated what was written on the body map after the group had left. This meant that it was impossible to ask follow-up questions.

According to information we received, Syria does not allow the use of Kurmanji as a written language. This meant that the children with this background were untrained in writing, and consequently the written information from this group was limited and probably did not reflect the full information they wanted to express.

Those of 7-8 years were asked if they wanted their mother or father to join them, which most of them did. This probably allowed more children to participate. But it became clear that it is nearly impossible for the parents not to involve themselves in the session, and that being with parents both influenced as well as limited the child in their participation. In some cases the child managed without their parent, and when this was the case, the parent was encouraged to leave.

Limitations of psycho-social support (see Ethical issues page 6)In the transit centers where the children were living, psychosocial support was either lacking or reduced. None of the centers had psychologists available; some transit centers for unaccompanied children had a child program coordinator working full time. In one center the refugees had to approach the doctor during his/her weekly visit and ask for a referral to for example, a child psychologist or psychiatrist.

The most vulnerable children are those between 5 and 7 years, and those who had traumatic experiences. In the 5-7 years group, one of the parents was invited to join

their child to give emotional support, and assist the child in the task as well as interpretation. Some of the 7 year-old boys participated without their parent; and some were accompanied for a shorter time until it was clear that they managed the situation well. (They participated more actively after a while when the parent had left). The two youngest ones of five years, were accompanied by their mothers. After having finished work on the body map, where they related experiences, they left the session and played with their mothers and other children.

Limitations of facilitationA few participants were illiterate. They were encouraged to draw or ask one of their peers to write down their experiences, or talk directly with the interpreter. Although some of them made drawings and were supported by their peers or the interpreters, there was not sufficient capacity in the group to give them the necessary support to document their experiences more adequately.

Limitations of follow upIt was left to the contact person at the reception centers to follow up the children and young people afterwards, although no direct agreement was made. This was not included in our plan. A lesson learnt is to integrate follow up with the reception centers as part of the project, talk with the contact person and find out if any extended follow up is needed in terms of a talk or a meeting with the participants or their parents, or staff members in general.


In this chapter we listen directly to the children’s experiences and reflections from their journey and from their arrival in Norway. Information about the situation in their country before they left is also included. Experiences from the journeys are indicated according to geography, the route from Afghanistan to Iran, from Iran to Turkey and further to Greece and Europe: crossing the Mediterranean Sea. The participants express what was important to them on their arrival in Norway, such as security, peace and freedom; family and friends, education and hopes and fears.

BEFORE THEY LEFT This theme was not focused on explicitly during the sessions, but a few participants included it as part of their experiences. Individual children gave examples of reasons why they left, but these do not cover all participants’ views and opinions.

A young girl wrote a poem to express why she and her family had left their country: Afghanistan has to finish warSo that people can get security and protectionAs long as Afghans have to be refugeesIt is unfairWe have also the right to have a good life.

There is no better [place to live] than one’s own country, but I was forced to leave the country

More reasons were given: We had to flee our country due to the war. We felt we had no future, we had no school, we did not feel safe, and it was dangerous to live there.

There was a lot of bombing and shooting. We were desperate, frustrated and scared. We never really knew who bombed or shot, if it was the government or the opposition.

We moved to a small house with more relatives and waited for the situation to become quieter. First we lived in our aunt’s house, but then shooting and bombing started there. Then we moved back to our house, but then it got worse there, one of the neighbor’s houses was destroyed. We decided that if we were going to die, we would die together.

One boy had been living in an area in Syria controlled by IS/Daish. His drawing shows a rifle and a person lying on the ground, the person has been shot.

A boy tells that his worst moment was when he had to leave his country because My life was in great danger and I could no longer live in peace.

A drawing shows a warplane above a big house in the countryside [in Afghanistan], the home of the drawer. He mentioned that it was bombed by the authorities and Taliban.

On one body map, close to the heart, is written Iran/Taliban and a machine gun is drawn together with a bleeding heart, with the following text: God, why is there a war in our country? Why do we have to play with life and death?

I experienced much pain in Afghanistan. The area where I lived is controlled by Taliban. The Afghani authorities have no control. Taliban used blackmailing and threats to get money to buy weapons.

One group estimated that there was 80 % chance of surviving the flight journey, against staying in their country where they assessed that the risk of being killed was 100 %. This made them choose lo leave.

How they left their country was not explicitly asked for as an issue in the sessions, but an unaccompanied boy described this, and talked about how it affected him:I left my home in a very bad way, I saw a lot of people crying, my parents and friends, and I felt hurt and [I was] in the worst condition.

Some made explicit comments about the reason for leaving:I left my country due to war; we wish protection and safety, which we have got in Norway.

The only thing I wish is to have a future where there is freedom; a future for my family - my sisters and brothers, also my relatives and others - where we are safe.

A girl related the reasons for her family leaving Afghanistan:It was very difficult to continue to live in Afghanistan for my mother and father when they started to live together. When I was born my mother’s relatives wanted to kill my father. Later the relatives proposed that I and my brother should be given to them in exchange for not killing our father. We had to flee. We

EXPERIENCES OF CHILDREN ON THE MOVE


went to Russia and stayed there for six years. Then we returned to Afghanistan, but it was dangerous to be there, because the relatives continued their threats. We moved around to different places in Afghanistan. We had to go back to Russia and stayed there for four more years, and then we went to Norway because we had no more rights to stay in Russia.

She continues about being a refugee in Russia:I always wanted to be a doctor, but I was not allowed to go to school. On the way to Norway we stayed briefly in Volgograv. We stayed as refugees and our papers did not allow me to go to school. When we stayed there I was so worried because they took a blood screening and said I had hepatitis and that I needed treatment. I got very worried and sad. Later on my parents took me to a clinic; [there] they started to insist that I might infect others. After two months without any treatment, they told me to avoid certain foods and eat others. I heard people saying bad words about us. I felt it difficult and it hurt to live in such an environment; children and adults threw stones [at us] and used hateful expressions [towards us].

A girl mentioned that she missed her school when she had to leave.

ON THE MOVE From Syria to the Mediterranean SeaThe children experienced the journey from Syria to the Mediterranean Sea as filled with unforeseen dangers. I was so afraid that we should drown, that the plane would crash or that we would be bombed.

I have been swimming in the ocean and seen people die.

I was really scared when I saw people drown.

They were extremely tired with pain in their legs after walking long distances. They had to carry loads on their backs for many kilometers. Finally, they lost all sensation in their legs, could not balance properly and were unable to walk. They had little or no food and were starving; some of them had only biscuits and milk to eat and drink for a long period, and others were unable to recognize what sort of food they ate.

I have walked 25 km with stuff on my back and I got very tired; I, my brother and his wife. We had to flee to the border to Turkey, and we have passed by several places, [we were] in the forest



for many hours. There was a lot of shooting, many people were fleeing and all were frightened. When we managed to cross the border to Turkey, we met a smuggler. He brought us to Greece. That was the most dangerous area, many people drowned in the sea and all were very scared. When we reached Greece after a horrible day, we had to walk for a long time. The mafia was in some areas there, and we were very afraid. We were very tired, because some days we did not manage to sleep.

The unaccompanied children and young people faced a lot of challenges, ranging from everyday issues that became very problematic, to major concerns. One boy was unable to find his way to the toilet and was in a pain for a long time. He was also unable to find the toilet when he went by train in Europe. Another boy was in an awful situation when he experienced abdominal pain and had to walk for 12-13 hours while crossing mountains in Iran.

Many of the unaccompanied children felt lonely during the journey. One boy said that he felt alone and confused, he had nobody who stood by him.

The unaccompanied children were especially worried about arriving alone without their families in a foreign country. Their main hope was to get to a safe place. A few had left their parents in Turkey and wanted to see them.

Many of them expressed that they were worried for the future, for themselves, their families and relatives. Most important was to be together with the family, including relatives: … that we lived together [before leaving the country] and kept together [during the journey]

It was also vital to receive news from and about those whom they left behind: I have relatives in Syria and am worried about them; I think of them every day and am expecting both good and bad news.

In this situation children also showed their sense of responsibility and caring for others.

A girl was worried about her brother:My brother got ill during the journey, he needed treatment and I wondered: will he get that?

An unaccompanied boy [who went on the flight route with a family he knew from home] carried a 2-year old child from a family he did not know in addition to his own belongings:I was trying to help, but I also needed help; I wished we could arrive so I could rest.

The same boy said that he gave his food to younger children and had mainly apples to eat.

A young girl, who became pregnant following rape by a policeman at one of the borders, recognized the responsi-bilities she would have when giving birth to her baby.

An unaccompanied boy showed his ability to empathize with others when he was in this situation: I was listening to what people were saying and recognized that my problems were small compared to theirs.

FROM AFGHANISTAN AND PAKISTAN TO IRAN AND TURKEYThe journey from Afghanistan, via Pakistan and Iran to Turkey was experienced as extremely hard by the children and young people. All 41 unaccompanied children and young people from Afghanistan came this way; all of them were boys. Their stories are about physical pain and endurance, dangers and fear, witnessing and experiencing violent and inhuman treatment by smugglers and the police, and witnessing other people’s sufferings and death.

I do not remember it all, there is so much that hurts.

Sometimes our bodies were hurting so much that we wished we were dead, we had no food and we thought we would never reach Norway.

When I was on the flight route I wanted protection, and I wanted to have the possibility to go to school

A few told about giving and receiving help. We tried to help families with young children, to carry the children or some of their bags.

In the mountains of Iran one boy was helped by a man he did not know when they were shot at. Others told about contacts and friendships they made, as well as separations:When we crossed the border from Iran to Turkey, we were several friends who became separated. I don’t know what happened to them.

The memory that keeps coming back to me is when they separated me from my friends. And all the single mothers we were helping. I have lost all this.

What I remember the most from Bulgaria is when we were in the forest. I helped a family and carried bags for them. I am thinking of them now, and wonder how they are doing, and if they are ok.

The youngest participants were five years old, a boy and a girl. They were supported by their mothers during the session. The boy said that he got separated from his dad on the border to Iran and was frightened when he could not find him. He experienced many difficulties, among them crossing a river. He drew the river and said: I have drawn a river; I was so scared when I was in the water.

The girl said she cried a lot, she saw people drowning. She was aware that she could have drowned herself, if it were not for the police who helped them when they were in the boat. She asked her mother:Why are we in the water? Where is the food?


Later on she had food she liked, and her dad bought food and they went to the park to eat. According to her mother the girl did not want to go back, she wanted to stay where she is now, in Norway.

Two younger girls, 14-15 years, who came with their parents to Norway, shared their experiences and thoughts: I was anxious about myself and my family, we had no protection and I was terrified that something would happen to anyone in my family. It was a very dangerous journey, full of risks and dangers; did not know if I would manage to get there. I was thinking of reaching a place where our rights would be fulfilled. We had to walk day and night. During the day it was so hot [in Greece]. On the borders we had to wait for hours. I only wished we would get there. I wish for safety, freedom and good possibilities to develop.

I was so afraid when I was on the journey because people were shooting at us on the border to Iran. I was so worried when thinking: will we ever get there? And I thought about my future: we are people, we have many goals and we want to reach those goals. And I thought: when I get there, will I be alone or together with my family?

A majority, 77 %, of all who participated in the study and went on the flight route from Afghanistan to Turkey came as unaccompanied children, without their parents or relatives. They experienced the journey from Afghanistan and Pakistan to Iran as particularly dangerous. Some heard about what happened to others, for example six persons who had been arrested on the border to Pakistan due to illegal crossing. Others were to be returned to the countries they came from. One boy told he had been sent back several times at the border to Iran, and had been imprisoned there.

Another boy said he had risked his life and felt very sad: When I reached Iran, I was arrested and returned to Afghanistan. I was far away from my family, and my family was also very sad. There was much shooting on my journey and I got very scared of what could happen to them [the group he was together with]. The lack of food and water made it very difficult. After I arrived in Norway I am trying to forget what I experienced.

On the border between Afghanistan and Iran a group saw the Taliban. They said that if they had been stopped by them, they expected that they would have been asked why they were leaving [the country], and been either tortured or killed.

The total time the journey took from when they left their country till they reached Norway, varied. A boy said that he was alone on the flight route for 10 months before he

I have drawn a river; I was so scared when I was in the water.


reached Norway. He added that the most difficult moments were when he crossed the border between Iran and Turkey and they were caught by thieves. The other bad moment was when he was imprisoned in Bulgaria, and he was beaten by the police who said bad things to him, which he understood was about his family.

Some used more time:I left Afghanistan and went to Iran three years ago. It took me three and a half months on the flight route from Iran to Norway. My hope is to get a residential permit in Norway and bring my family here.

The flight route from Iran to Turkey was extremely challenging in several ways. They walked in wild mountain terrain and through forests; they went packed in cars and busses driven by smugglers. Several of them saw and heard people from their group die or be killed. Some experienced that vulnerable people, such as those who were injured or elderly people and children were left behind. Again it was difficult to cross the border and enter into Turkey.

It was very difficult to be on the run, we had to sleep outside and slept little and badly. We were thirsty and it was cold in the forest. We were afraid of the sea, the police and that animals would eat us. We suffered.

My worst memory was in Turkey, in the forest.

When Newroz24 approached, the smugglers returned 26 persons to Pakistan, but the rest of the group reached Iran. The smugglers in Iran were very bad. They took 14 persons, 4 of them in the trunk [of the car]. When we arrived in Turkey we spent some days without food or drink. Our legs were aching but the smugglers forced us to continue to walk.

I was on the flight route for 7-8 months from Afghanistan to Norway. I had to walk 12-13 hours a day without food or anything to drink. I met with both good and bad people. When I went from Iran to Turkey, I was arrested on the border by Turkish authorities and was sent to a camp in Iran. I spent two weeks in

the camp without food and anything to drink, it was terrible. Then I went back to Afghanistan; then to Iran again. It was difficult the second time as well. A group of Iranians are very much against the Shia-Muslims. They are militant and are led by a person called Abdul. I was arrested and kept there for two days. Three of my friends are still with this group.

I went from Afghanistan to Pakistan, and then to Iran again. I walked for nearly 12 – 13 hours before we reached Turkey. From Turkey I went to Greece, through the forest for 2-3 days in rain, until we reached the border to Greece. After reaching the other side, Greece, we started to feel safe. There, children and women are respected.

Some wrote down their experiences: In the name of God. My first trip was to Iran. On the way, we went through a lot of hardships until we reached Iran. The trip was very difficult and when we reached Iran, it was a month before Newroz. It was very cold and I fell ill as we stayed out in the mountains for many nights and also got beaten by the agents. Eventually, we arrived in Iran where I stayed for two years. During these two years, I was humiliated and ill-treated by the people in Iran. Finally, I decided to leave for Europe, spoke to an agent and departed.

The journey from Afghanistan to Iran was very difficult. We were 3-5 persons in the trunk of a car. After several hours driving we were unable to move our legs. We had no food, nothing to eat and were beaten by the drivers. In Iran we were 15 persons in a taxi, and six of us were placed in the trunk. It was difficult to breathe. We were stopped by thieves who stole our belongings. We were threatened by being wounded – our arms cut off – if we did not call our parents to ask them to send money.

They were afraid of the mountains and of people, thieves. They heard children and adults shouting and crying. They lacked food and were hungry and thirsty. All the way they carried heavy loads. Their legs were tired and hurting, their shoes were worn out, and they walked without socks or barefoot. Several said they missed their mothers.

All our experiences are bad memories: the smugglers stuffed many people into a trunk.

We were stopped by thives who stole our belongings.

24) This is the Iranian New Year’s celebration; it is also celebrated in Pakistan and Iraq (where it is called Erbil).


Experiences of accompanied children:Between Iran and Turkey we got stuck in the mountains [he shows a photo on his mobile telephone]. It was dangerous. One smuggler said: You have to relax; then he disappeared because he was afraid. We were in the mountains and walked the entire day. Then we were handed over to another smuggler and joined up with another group and arrived at a place in Turkey. We waited and the smugglers said: the Turkish police are coming! We ran in all directions. It was difficult to cross the border; the border-police were everywhere. The smugglers made us do long detours to avoid the police. We spent two days and nights [in this situation], it was just panic. We waited till it was dark and went to a village. We found a smuggler who brought us to a stable where we slept, and he drove us to Istanbul. It was dangerous to go by boat; the border between Iran and Turkey was dangerous. [We went from] Istanbul to the Greek islands, then we arrived in Europe.

I had to carry a heavy sack [with my family’s belongings]. I used my hands to cover my eyes if scary things happened that I did not want to see. I was thinking of crossing the border to Iran and was worried about that.

When we were on the journey I thought about the ocean, the big mountains we had to pass on our way, of Norway where we were going to, and I thought about Afghanistan.

The experiences with the smugglers were mostly negative. Some had also problems getting in contact with them:We tried to call the smugglers but were not able to reach them; nobody helped us. The smugglers told us to run; they treated us badly.

They found the smugglers violent. People were packed into cars and busses, they did not get water or food, were maltreated and beaten, and they did not know where they were or where they were going. All our experiences are bad memories: the smugglers stuffed many people into a trunk. We were not allowed to sit in the bus as usual; we had to lie under the bus, in spaces specially made for that.

A number of drawings also illustrated their experiences: one showed many people running; they were trying to cross the border from Iran to Turkey while Iranian police were shooting at them. Another drawing shows people in the trunk, they were six persons lying there for eight hours. They tried to knock on the lid of the trunk, but nobody opened it. All of them survived, but they had problems in moving and some vomited. Some of them went in several cars. After lying in the trunk, they had to walk. In some places there was a lot of police, and the car had to stop at a distance from them. Leaving the car behind, they went up into the mountains to avoid the police, and then the smugglers picked them up later on.

One drawing shows people hidden in the lower part of the bus close to the motor, and others lying in the trunk. A boy explained that people were first put in the luggage hold, and then the luggage was stored such as to hide them. From another drawing they explained that they were placed in the trunk. The police shot at them and then the car went very fast “the car had a lot of horsepower”, and they were driving on a bumpy road.

One group, who came down from the mountains, was met with violence by the smugglers. For 6-7 days they were placed in a house and then put in cars without knowing where they were going.

Some experienced that 19 people were put into a car designed for five persons. A group of 20 were stuffed into in a car for seven people. They lay in the trunk of a taxi and the driver drove fast. This group was in Iran for two weeks and had to stay in the trunk most of the time.We did not even receive water. We helped others by sharing water with them. Many did not have any water at all; we had to share but were unable to share much, because we had so little.

One boy was in a group of four people who were put in the trunk of a car:The police knew that the car belonged to smugglers, so they shot at the car but the smugglers continued driving. They [the smugglers] did not bother to check if those in the trunk were

We were not allowed to sit in the bus as usual, we had to lie under the bus in spaces specially made for that.

We were threatened by being wounded – our arms cut off – if we did not call our parents to ask them to send money.


alive or dead; they did not care about the refugees who they were together with.

The police are not allowed to shoot at refugees who cross the border. We did not carry any weapons, we were innocent. The journey in Europe was much better, although that also took place with smugglers.

In Turkey the smugglers demanded money from the refugees. The young people were told to call their families and ask them to send money. We had to walk long distances, also when we were barefooted. The smugglers beat us to make us walk faster to avoid being discovered, so although we were tired we had to continue walking. We did not know what the smugglers would do to us.

Meetings with the police tended to involve violence from their side. Some of the group were discovered when they were in the forest, and the police caught them and beat them.

They noticed that boys and girls, men and women were treated differently. Girls and women were placed in the front of the cars, close to the smugglers; while boys and men sat in the back. Sometimes they lost each other, and girls and women got separated from boys and men. Sometimes they managed to find each other again; but not always: When I lost my family, there was nobody there to help me; the smugglers said I had to go in front.

Vulnerable groups included the elderly and pregnant women in addition to smaller children. One boy walked with his parents who had bad legs, but there was no help available for them. They were left behind in a camp in Iran. Some of the boys told that several people were on the journey together, but many did not arrive because they lacked food and water.

Children and young people have witnessed extreme sights and situations. They said that they saw many dead bodies, one that had been divided into two pieces and half of it had been eaten. They also saw a skeleton. We had to walk for 10 hours in the mountains between Iran and Turkey. We saw many dead bodies. They shot at us on the border to Turkey. One man was hit in the leg, but nobody stopped to help, everybody wanted to continue. When we went from Turkey to Bulgaria we walked for six days without food and water. The flight route from Afghanistan to Norway was very difficult all the way.

Many of them witnessed accidents and death. A boy sat in a truck full of people and saw many of them fall off and die. Others saw a person fall down a cliff [and nobody stopped to help]. Others said:We have seen dead people with our own eyes.

Some were walking in the same group as a pregnant woman. They supported her, carried and hid her:Then when the pregnant woman was about to give birth, the police came. They arrested her. She could not escape. We fled from the police, many escaped, and the police could not take us all.

In another group a mother walked with her daughter in the forest, which was very hilly. The daughter did not manage to climb, so she was left behind, the mother had to let her go.

Another boy told: On the border from Iran to Turkey I heard about a family who were carrying a baby of 10 months. The parents left him behind because they were unable to carry him anymore.

Some ran into a military camp in the mountains on the border between Iran and Turkey and the soldiers started to shoot at them.

They set their dogs on us. We had to throw stones to get rid of them.

The experience of being shot at was the worst.


A boy got separated from his family. He saw 7-8 persons, being killed and many being hurt.

We were 50-60 people in the mountain, and we were only 15-17 when we came down. Everybody was screaming: Where is my family?

When they tried to cross the border between Turkey and Bulgaria, they were chased by police dogs:They set their dogs on us. We had to throw stones to get rid of them. The police stopped us; they took our food, money and beat us.

One boy was part of a group of 28 people. When they were about to cross the border to Iran, they were withheld by the border-guards who told them to pay 8 mill Rial [USD 245] to continue. If not they would be arrested. In a town on the border they were arrested by the border-police and twenty of them were returned to Afghanistan, eight were able to escape. Six more people joined them, among them the boy’s cousin. Four got killed and his cousin was among them. Two got hurt; one of them was his brother, who was shot in the shoulder, survived but was unable to escape and was returned to Afghanistan.

A young man had many frightening experiences, which he called scare for life. He saw his countrymen die in front of him. The day I crossed the border from Iran to Turkey some of my friends were killed. This was very painful. The experience of being shot at was the worst.

When children from one of the groups were in Turkey they heard that many people had drowned in the sea between Turkey and Greece. This happened at the time when they were preparing to cross the Mediterranean Sea.

FROM TURKEY TO GREECE - CROSSING THE MEDITERRANEAN SEA - REACHING EUROPEThe experiences varied, some mentioned what made them happy:All the way from Turkey to Norway people were friendly and kind.

When we came to Austria, then Germany, then Sweden and then Norway, beautiful nature!

When we arrived in Austria we were treated with respect, we were not bothered by anyone.

Others said they had no good feelings but many bad ones. They felt very sad and homesick; this was the first time they had left their families. They were worried about them and knew that they also were worried. They felt that the future was uncertain, and found the situation difficult, but added that they would be ok.

The young people wanted to help, and some did:We were helping families with smaller children and carried their belongings.

They were tired and wanted a place to sleep; they struggled with the language and they did not know where they were or where to go. They said they received no support, which they explained was because they were unaccompa-


nied minors and nobody wanted to help them. Those who had no contact with their families often felt helpless. I would have been so happy if my mother were here.

One boy mentioned the ongoing challenges as the most demanding during the journey: Everything was challenging and difficult. For example when you had managed to get over the ocean, you still had to get through the forest.

Others talked about drowning. They were afraid of the sea and of drowning from the small boats in the open sea. Several experienced that the motors stopped. Most of them witnessed people drowning, and some were nearly shipwrecked, but were saved. A boy said that:

The engine of the boat [from Turkey to Greece], stopped and they sat waiting for four hours in rain and stormy weather. Nobody felt safe. Turkish border-guards helped them and later a Turkish aid-worker drove them back to Istanbul. The second time they crossed the sea, they arrived in Greece without any problem. He and the group stayed for two days at one of the islands to get the necessary papers from the UN.

In Turkey it was dangerous. When we went into the boat I saw that the water came into it. We sat in the boat and after four hours we had water up to our chins. Then the boats of the border-guards came. We jumped into the water. My parents helped me and we reached the shore, where we hid behind olive-trees. We saw that the police drew their arms and heard the shots. [They were saved.]

A girl told:I heard people shouting for help, who were about to drown and who did drown. I was so scared when I saw people drowning. Many were shouting for help, but nobody could help them, because then they would also drown.

A boy told:The journey was horrible with a lot of troubles. I got little sleep, had to walk a lot and wait for a long time and was beaten several times by the smugglers. On the way from Turkey to Greece there were problems with the boat; it stopped. A fisherman called the police, they came and were about to arrest the group, but all fell into the sea. There was also a hole in the boat. I was afraid of the police in nearly all countries.

We were in a small inflatable boat, the seas were rough and I was afraid of drowning. I am so glad to be here in Norway.



CROSSING BORDERSWhen they crossed the border from Turkey to Greece, a group saw that the smugglers were fighting between themselves to get access to the boat. One smuggler shot the other in the leg. The group escaped to Istanbul, took another route and met with other smugglers. On the sea between Turkey and Greece, they saw many bags floating. When they arrived in Greece they heard that a boat had capsized and many people had drowned. The bags belonged to them. After having seen all this, I got very scared. I felt sure I was going to die. But I was lucky and reached an island in Greece.

Children from Syria found crossing the border to Turkey and going from Turkey to Greece in a boat, the most challenging part of the journey. Another shocking thing was witnessing violence towards other people: We saw a man being hit with a belt because he could not afford to continue the journey.

A young boy just escaped drowning. When he was about to cross the sea from Turkey to Greece, he did not catch the first boat, which capsized and everybody on board drow-ned. He felt lucky to have avoided this.

Another boy experienced shipwreck; they were 55 persons in a small boat: It was destroyed, and many people drowned. A boat from Greece came and saved us. Then we moved on from Greece to Germany and then to Denmark. There we were stopped by the police who forced us to give our fingerprints. Then we went to Sweden and from Sweden to Norway.

A group went in a boat from Turkey to Greece. It had a capacity for six persons and they counted 20. When they arrived they were very hungry and had no place to sleep. When they came to Macedonia they had no money left, and again they were very hungry. They had sores under their feet and were very tired.

We thought we would die when we went by boat; several times we were afraid of dying: In the middle of the ocean the motor stopped, but some people from Greece helped us. The trip lasted for 7 hours. The journey was so exhausting; [afterwards] we had to walk for hours. We had to sleep outside for two nights and had no food.

On the border to Macedonia, they were stopped by the authorities, and were not allowed to continue. They were beaten by the police. They had problems with the smugglers who did not give them any food when they needed it. When being on the flight route, about 11-12 people were put into a small car for five persons. Some also had to go in the trunk. On their way from Turkey to Greece, they were arrested by Turkish authorities and driven back to where they had come from. When they were about to cross the sea, the authorities burned their life-jackets, so they had to cross without them. During the crossing it rained for 51 hours and they had little food, only one boiled egg and a

piece of bread. The smugglers did not provide food. When the smugglers returned to continue the journey all felt relie-ved and forgot that they had not eaten. Then they had to walk for 18 hours. Some mentioned that the biggest problem they faced on the borders was that they had to wait for a long time and stand without moving. At one of the borders it rained a lot and their clothes were soaking wet. But there was also something good:Between Turkey and Greece we got food from the authorities, that saved us from dying and we are very grateful.

Some told about support they received while they were on the flight route. In Germany they got transport to reach their goal [to get to Norway]. When they left Greece and went north in Europe, organizations and authorities supported them by providing food and medicine.

In some of the European countries such as Germany,.. the police wanted our fingerprints. We did not want to give them because we wanted to go to Norway but they insisted that we do it. If not we would be returned to Greece.

IMPACT OF THE JOURNEY ON A SMALL CHILDWe got little information about how being on the move affected the smallest children, apart from what elder siblings mentioned. Here is one example: My little sister is three years old. I remember when we were on the flight route to Norway she was hungry and wanted milk. My mother said that we did not have any, but she [the little sister} said that we had milk. Now that we are in Norway it is difficult for her to drink milk. She is not drinking because our mother had told her to wait.


EXPERIENCES OF CHILDREN ARRIVING IN NORWAYWHAT IT WAS LIKE TO ARRIVE IN NORWAY, WHAT THEY LEFT AND WHAT THEY FOUNDThe issues most often mentioned by the children about their arrival in Norway were: that they were safe and could live in freedom and peace; to be together with their families; and to be able to stay in Norway and get education. Some emphasized their positive experiences:People in this country are peaceful and there is peace in the country.

I am happy in Norway. I am warm, receive food, have a place to live and get protection.

When I arrived in Norway, I felt safe and people are friendly towards us. From Turkey all the way to Norway people were friendly and kind.

I got hope that I would have a safe future.

We came to a new country. Here we receive security, protection and safety.

I have the possibility to get a good future and education, so that we can support and contribute to society.

I am not tired anymore, I have got some sleep.

A few expressed their gratefulness:They told about the support they received from organiza-tions, such as the Red Cross, which had helped them to reach the country they wanted. They appreciated that both children who were alone and those accompanied were supported. A girl expressed her gratefulness: Thanks to all who have helped us.

Others expressed their uncertain feelings and experiences:I feel it is hard because I am not in my home country.

When we arrived, the country was new, the environment was new.

We have experienced so much before we arrived here. Since we arrived, we have not experienced anything good: our family is not here, and there are no activities.

When we arrived in Norway we have seen nothing of the life we have dreamt about and our rights, which we were promised.

For many of them, the journey continued within Norway. This meant adapting again to new places, climates and people, and sometimes to lose contact with new friends:When we came to Norway, we first met with the police [for control of passports and documents], then we went to a hotel, then by car to another hotel, then we came to a reception center in Råde, after that we came to a place near Farsund and finally to Oslo.

FAMILIES AND FRIENDS The children are missing their families and relatives. Some have their parents living in other countries, in Turkey or in a camp in Iran, and longed to see them. Some had their father, sister, brother or relatives already in Norway and wished to meet them.

Children who arrived with their parents underlined the importance of being together with or supported by their families:

Without family we are nothing.

Children who come to Norway feel safe and secure, and they have the support of their family.

Children who come unaccompanied but with relatives or other adults they know, expressed that they are thinking of their families, and want their families to come quickly, and have a good future: It’s hard, I miss my family.

I want my mother, father and siblings to be here. I am missing my family so much.

We want help, somebody who can help me and protect me; and help me to bring my family here. (I love Norway.)

I want to hear news from my family, and that Norway sends somebody to them so that they can come here. That would have been the best news in the world.


A boy told:So when I arrived in Norway I was thinking about my parents; I cry, I am only thinking about that I want to see them. I was confused and forgot everything when I arrived. I am learning to read and stuff but I can’t remember anything because I am missing my family. I have started to feel like I have a small family and friends. But I miss my mum, my dad and my siblings.

Then the same boy said that most of his family are in Syria. One of his brothers is living in Karmøy, but he has not been able to see him. He has applied for permission to leave the center to visit his brother, but this has not been approved.

Some of the unaccompanied children and young people have found new friends, and underlined the importance of that:Earlier I used to think that we are all going together, to the same country and everything will be fine. But every day we hear bad news [about Norwegian refugee policy] that makes me feel unsafe and worried.

When I arrived in Norway I came with five friends. First we went to Haslemoen reception center, then I was moved to Mysebu and my four friends were sent to different reception centers. It is difficult to be separated from my friends. We have experienced so much together and become best friends. I have got a new friend and do not want to be separated from him.

The boy left the room and was soon back. He said that he had looked at the transfer list and seen that his friend will be moved to another place. He asked us if we could help him. We recommended that he talk with the child pro-gram-coordinator, and told him that we would also talk with the coordinator and tell her that he was worried and did not want to be separated from his friend.

Half an hour later we talked with the child program-coor-dinator and mentioned that the boy was very sad to have

been separated from the friends he had arrived together with, and that he was now upset to discover that his new friend at the center was also about to move away from him. The child program-coordinator explained that there may be many reasons for placing the children at different centers, such as capacity and age. We asked if she or the boy’s guardian could explain to the boy why this had happened. She responded that the system is complicated and it is difficult to know the exact reasons why this had happened in this case.

HOPES AND WISHESThe Children’s hopes and wishes are closely related to security, stability and freedom; opportunities for education and work and to be able to support society. They hope for a better future, protection from everything that threatens this, to be able to stay in Norway, and above all to be reunited with their families:We were very afraid when we fled our country. I thought all of us could die. We could drown in the sea. Thank God that we arrived in Norway and are feeling safe; and we want to stay here in Norway

In Norway I feel lucky and I want to stay here.

People are very kind and civilized. We want to stay here all our lives.

After having arrived in Norway I am relaxing, I have had a good feeling, I feel at peace and calm and that I am in safe hands. I am happy that I came to Norway.Children want security, safety and everything related to that

Those who are here are entitled to have their rights [fulfilled]. I feel protected, and that is what I want to be in future, protected. I want peace, security and improvement

I felt uncertain about which country I would finally arrive in. In Norway I am happy; here I can have a good future.


Some of the children express that they are curious and want to know more about the country and people:I want to get to know Norwegian families, laws and rules.

I want to fulfill my goals; that I can do here. I feel lucky and I wish that I can stay.

We hope for something good in our lives, that we can realize our dreams, and that we meet many older people who can support us in building our lives.

I want to live a happy life in Norway. I will learn Norwegian and get new friends. When I arrived in Norway it did not take long before I thrived. I want to stay in this country because it is safe to live here. I thank the Norwegian authorities for their support and care.

A few children wanted to be able to:.. go back to my home country.

I wish for peace in Afghanistan so I can go home.

Some of them express a wish to serve other people and society:As refugees in Iran we lost our capacity to help others and we did not know that we also could contribute to society. But now I

want to live here and contribute to society, and support people as others are supporting us now.

I am so happy here in Norway. I would like to start [to have] a better future in Norway. I have many wishes for the future; I want to be a doctor. I can serve my people and my country. I can be a sporty and happy man, build my future and do good things. My dream is to receive a residence permit and not be returned. I am very happy to be in Norway.

I am so glad and want protection in Norway, so that I can take part in football and education.

When I arrived in Norway I felt so safe. It is a good country, people are kind. They want to listen and know what we have been through, and they try to help us. It is so important for me to get education. There is equality between people here, and women are treated with dignity.

The resident permit is a key concern:I hope that we can get a response to the application for asylum and be transferred to an ordinary reception center as soon as possible.

In Norway life looks different; I have started a new chapter in my life. I want to stay here, things are quite the opposite


[compared to Russia]: those who do not know me say “Welcome to Norway”. I have three friends. I often hear the Norwegian language; in the beginning it seemed difficult, now I go to school and like it very much. This gives me hope, but at the same time I am worried about being returned. I learn quickly, Norwegian was difficult in the beginning but gradually I cracked the code. I still have my dream of becoming a doctor. I want to start a clinic/hospital where I can give free treatment to those who cannot afford to pay. When my mother brought me to the doctor for treatment [in Russia], I remember that she paid with her last money, and had to pay much. I want to give free treatment.

One person had wishes for her parents:I wish good health for my mom and dad.

Expectations not fulfilled:This [living at the reception centers] is not what we expected, the nights are worst.

I have heard great things about Norway, and that they will come and help me and my family.

The Norwegians promise, but they do not give anything. The first interpreter I met said: “What do you want? How can we support you?” And the first time I arrived at the reception center, they said: “What do you need?” Now I have been here for 45 days and nothing has been done for me. The guardian is a bit like my mother. She tries to visit me every day. But then several weeks have passed without her coming. She promises to come, but then she calls, and cannot come after all. Nothing happened these first 45 days.

In the first reception center I came to, I said that I like karate and taekwondo. They said: “When you arrive at another reception center you will get the opportunity.” Then I came to the other reception center, and [received] no support. I located a taekwondo club on my own. I want to be a member, but it costs money. I have too little to cover what it costs. And I do not receive any support from the reception center. They are only talking and do not follow up. They promise activities, but do not implement them. But we feel safe here in Norway.

One boy expressed his responsibilities:My responsibility is to secure my future and that of my family.

FEARS AND WORRIESOne issue that affects them considerably is that whether they will be allowed to stay in Norway or not is so unpredictable. This is an overarching issue. Some talked about being forced to give their fingerprints and the consequent worry of being returned to another country, such as Germany or Bulgaria. Others mentioned the age-assessment tests and the apparent lack of reliability. For the unaccompanied children, missing and longing for their families is an additional burden.I am so worried that the police will come and arrest us.

We hope that Norway will give us positive responses to our applications. We do not know what will happen next and are

worried about the future. I am thinking every day that it is a miracle that we managed to come to Norway. Norway is a safe country, which is why we have come here. They treat us, the refugees, in a good way. We are living in Norway now, but worry all the time. We think all the time about whether or not we will be refused.

The boy continued: When I put my feet on new ground, a new life started. First and foremost there are differences from my own country–there are different people and places. There is another way of living in Norway; I want to start a new life here. I also would like to have experiences from knowing other people. After two to three months in Norway, I got to know a new friend. I was unable to talk with her; she has a totally new language. We started to talk in English. This is the biggest thing that has happened in my life, that I got to know a stranger, and that we started to talk. The stranger is a girl. And after a few weeks we are more and more in love. We are still living at the same reception center. This girl has a dark skin color; she is from […..]. She has a child. She was fooled by her countrymen, «Shall we marry?», and still I am in love with her. Give us a chance so that we can live together. I cannot live in Afghanistan, I may be killed there. The reason is my father. We have a big family, and my father has great influence on the military and knew [one of the generals] who was killed. My father is fighting terrorism in his own country. After I arrived in Norway, I try to forget what I have experienced earlier.

We do not hear anything about the future [response to the application of residence permits], and every day we receive bad news regarding the refugee policy in Norway, that increasingly more [refugees] are coming.

I wish the government would give residence to everybody applying for asylum, and that they will listen to us and our opinions. In Afghanistan, if anybody does anything illegal, they will be beaten. Here they only use their pens, but that may destroy our whole future.

Some have problems with their guardians, some are bad others are not so. We receive too little money; we cannot afford to buy clothes.

Two boys talked about what had been good as well as difficult after arriving in Norway:The first day we were happy, they drove us to the Red Cross. Now we have been here for three months. The guardian does not want to talk with me. I had to complain to be able to talk with him. Then he arrived, that was the first and last time I spoke to him. The guardians of the other boys come once a week and bring gifts. Is it possible to get another guardian? I have received no clothes since I arrived. The guardian tells me to ask at the reception center, but they say they have no clothes.

They reflect on what they observe, for example that different groups receive different treatment regarding proceedings and possibilities to stay together:The treatment of groups of refugees varies a lot; those from Syria and Iraq are treated well, but not people from Afghanistan.


The most difficult thing in Norway is:To get a residence permit and [to get the opportunity] to learn Norwegian.

SCHOOL AND EDUCATIONThe Children want to start or continue their education; the permanent residence permit is necessary to be able to finish education. They have observed that only those between 6 and 15 years receive education, not those above 15. While awaiting the decision about their application, they feel they are wasting their time.

What they came from:In Iran there was discrimination, it was not possible for those from Afghanistan to go to school. It is not like that here. In Afghanistan there was not equality between groups.

What they want:I want to go to school.

We do not want summer holidays; we want to go to school always.

I want to play football and get education, I may achieve this here.

I am happy with a good education. Then I may help others, I could be an interpreter for others from Afghanistan.

Education is possible here. In Norway there is equality; I want a good education for my future.

I hope to get a residence permit here, so I can have education and a good future. I need a goal; with education I may be able to help others.

We have been here for seven months (a group of four siblings), but we have not been able to go to school. We have received no training in Norwegian. I feel empty inside. I was very good at school in Syria and want to go to school here and contribute to the Norwegian society.

We go to school only for one hour three times a week. The teacher speaks English, which we do not understand. We cannot call this school. We want books; we only have sheets of paper. We wish the teacher spoke Farsi.

The gymnasium [for sport] is destroyed.

When we arrived in Norway after a very difficult journey, we went to the police to register. Then we went to a reception center. There we got some clothes. We asked about going to school, but they said that it is the municipalities that decide about that. Then three adult girls came and taught us some Norwegian, and then we were transferred to another reception center. We stayed there for nearly six months without any schooling. That was a pity and we feel frustrated because we have not yet been able to go to school. Thank you!The same siblings have brought their dreams with them: one wants to be an architect, another to be a civil engineer,

a dentist or a pilot; another wants to be an electro- engineer; and the youngest one to be an ophthalmologist or a dentist.

Two of the siblings took the initiative to learn Norwegian on their own:When we were at another center and heard that other children were allowed to go to school and learn Norwegian, I first got angry, but then I wanted to learn Norwegian on my own. I have followed a Norwegian course on You Tube. First I learnt the different parts of the body, and then I learnt to speak a little Norwegian. I have reached lesson 10 in Norwegian;

The second sibling continued: I have reached lesson 14. We have a small course in the 3rd. floor, but there we only learn mathematics and no Norwegian.

Three of the siblings mentioned that they had learnt the national anthem in Norwegian, and did this on their own.

Internet is accessible in most centers, but not in the classrooms. They would have needed it during the lessons to be able to access dictionaries to translate and under-stand what is being taught.

ACTIVITIES AT THE CENTERS - AND WHAT THEY WANTED TO DOAt the reception center we have nothing to do. There are no activities. We want to go to school.

In Norway we eat, sleep and surf on internet.

We talk with friends; we are trying to learn Norwegian

We are tired from the journey and want to do something useful in our lives.

On a daily basis we have no activities, nothing to do. It is good when some Norwegians come and play football and things like that.

Twice a week we play football.

We wish we could go swimming in the swimming hall, but this is too expensive.

We want activities such as sport, football and education that are approved by the official education authorities, so that we have something else to think about than what we have experienced.

We do not want to think of what we experienced when we were on the journey.

I play football, and I go to school in Norway.

In some centers the internet is functioning quite well: We use the mobile-phones day and night, because we have nothing else to do.


While in others the lack of internet creates a problem:The reception center has internet, but it is weak.

In addition was mentioned that: There is no play station.

HEALTH CAREI went without food or drink and without the voices of my mom and dad.

We have problems with the doctor [at the center]. The doctor only says: drink water.

We have problems with the doctor. The reception center says it is too expensive and that we have to wait till we are sent to another center. When we meet the doctor, s/he only says: drink water. How will water help us?

A boy told about his visit to the dentist: The dentist said it is expensive to fix the tooth, but that he could pull it out, but the boy did not want that. He also mentioned that he had problems with his eyes. He had poor vision in one eye

and it hurt. He has been told that he has to wait to go to the ophthalmologist until he comes to an ordinary reception center.

A boy added,We feel ashamed when we tell about our difficulties.

FOOD This has been a continual issue throughout the journey and also when they came to Norway. Some said that they were eating bad food during the journey; and others mentioned that the food at the reception center is not good: it is not hot and not sufficiently boiled. Some expressed that they wanted to live in a place where they can prepare their own food.

Children feel they are poorly nourished; “there is no good food where we are now”.

[We] do not like the food. I am used to my mum’s food.

We want to eat healthy food.



EXPLORING PRIORITIES, EDUCATION AND PROTECTION

This chapter documents what children see as their priorities when in difficult situations, as well as their views and refle-ctions on education and protection. Finally, children give their recommendations to the Norwegian government for improvements in the reception process.

Exploring priorities when finding oneself in a difficult situation25

The groups were asked to identify what is most important to them when in exceptionally difficult circumstances. They received flashcards for 7 topics: food, water, shelter, healthcare, education for older and younger children; leisure, sport and cultural activities. An open choice question was added where some groups included: family, peace, pray to God, protection, success and future.

Of the 78 participants, 58 responded regarding the priority issues (15 from the Arabic-speaking group and 43 from Dari and Pashto-speaking groups). Two groups, 14 participants in all, did not respond due to time restrictions; and of the youngest group of 5-8 years old, 6 participants, did not participate in the exercise.

The responses appeared not to distinguish between being on the flight route and having arrived in Norway, and the groups responded to both situations. Some of the responses related to survival, while others refer to arriving at a new place.

The issue of highest importance by far was education. Some general comments were made: If one has no education, one is not worth anything

In general education is good; it is important for the future, for everything and enables one to set good objectives.

Education ensures that there are doctors, and enables people to read and write; I want to learn that.

The need for education – also to know other languages – was also related to their recent experiences: When I was on the journey I needed to communicate and I was unable to do that and to help others.

It is important be able to communicate with other people.

25) For more information, see Appendix 3

21 %

7 %

12 %36 %

17 %2 %

5 %

Water

Shelter

Healthcare

Education

Other: family, rest

Sport etc.

Food

PRIORITIES IN DIFFICULT SITUATIONS


The issue of second importance was water. A comment to this choice was that it is possible to survive some time without food, but not without water: Water is important – our bodies need that.

The category “other” included family, sleep and rest, and protection. Those who chose family came as unaccompanied children: When you have a family that gives you happiness, you can look forward to everything.

This response also reflected the physical exhaustion that many of them mentioned.

Healthcare was given some priority. The reasons mentioned were that:Everything depends on health, that one is healthy.

If you are healthy you will achieve anything.

[It] is important when escaping, if one gets damaged or hurt.

The need for shelter was related to the being on the flight route: We had to sleep several times in the forest, [if we had] a house we could have stayed there.

I got separated from my family when we were on the journey; with a house the whole family could have stayed there.

... and also to the arrival in Norway: We will leave the reception center and find a place to live.

They commented on the food at the reception center, The food we get is not so good, and we want the food to be good.

In addition some expressed a need for more freedom to move around more than what was possible or allowedWhen we go for a walk, we only walk close to the reception center.

EXPLORING EDUCATIONThe participants explored education by using two tools, the H-assessment and the flashcards. The results present children’s views, understanding and appreciation of education. They see it as decisive for their well-being and entire life, and also for society and development in general, and expressed a tribute to education.

Children from Syria indicated how educational opportunities were directly related to safety and the level of priority given to education: We came here [to Norway] to get education; this was not possible in Syria because I would [have been] recruited to military service instead. It was not safe for me in Syria. Education is the first priority; here there are no problems. It is most important to learn Norwegian, then English, [and] to study at the university and get a new life.

THE H-ASSESSMENT TOOL What is functioning well, what does not function, what can be improved and how? The H-assessment tool allows for exploring and assessing aspects of an issue, an organization or institution, a situation or an experience. This exercise was done in plenary and the views, experiences and proposals of the children and young persons cover a broad range. The answers have been grouped according to key topics that emerged.

What is good / important when receiving education, and why?Education has a value in itself[It is] the secret of happiness and a gift that you carry with you forever.

It has an overarching function:[It is good for] development, life and the future of everybody, and for constructing the future.

Without education, the world cannot develop.

[It] serves society and its development.

[It contributes to] progress for the whole family and a country.

All development that has happened in the world is due to education, all inventions like cars and everything.

It builds the future.

Education is seen as important for one’s lifeIt gives more possibilities.

It is important [in order] to get a better life and future.

It helps you to move forward in life, to develop your life and to reach your goals, the goals you have for your life.

You are learning what makes life easier.

[It] enables us to solve our difficulties, and to [distinguish between] what is right and wrong.

… and it supports the development of personal qualities: A person with education is much better than without [One learns to distinguish between] what is right and what is wrong;

To understand more about social [relationships and issues].

Education makes a person stronger; Those who have no education are afraid of everything and do not dare to give their opinion.

One can be a good person in society and contribute to the family’s economy.


Education helps illiterates to understand more; [it is as if] a blind person starts seeing.

Education means knowledge and access to work:When you have knowledge, you have everything.

It helps us in getting more knowledge and to understand more about our own lives and future.

To get to know ourselves and society.

You have more possibilities.

When you have knowledge, you have everything; one may become what one wants, for example a doctor.

I want to learn about economy.

If you receive a good education you will have success.

[You may] become someone very important; and get status.

[It] is important for how we will live later in life, [for example] not to end up working in a kebab shop.

Education has significance in everyday-life, including when arriving in a new country:It is important to learn languages to be able to talk with people from different countries.

You can read signs when you are on the journey, and speak to people and express yourself.

I can learn what are the rules and our rights, be able to read different information, and the price-tags in the shops.

Education enables us to learn Norwegian.

We will get thoughts and ideas and will learn a language faster.

If the interpreter had [received] no education, who could have helped us? She has sent our messages to you, our wishes.

Education serves to support others:If you receive a good education, you may help others, and support them in getting a good education.

You may help another person who cannot read and write.

Education helps us to learn, to give to and teach others.

[Education] is important in order to become a doctor, and then we may help others, for example the Norwegians who have helped us.

Conditions for good education:If all are kind, nobody steals and all are friends.

If we have good teachers.



If adults do not hit children at school, are not too strict and play together with the children.

If there is peace and calm at school. What does not function in education? In this part, attention is given to what limits education and learning; the qualities of education; the lack of education; and situations that prevent learning and their consequences.

In general:None of us would say that education is not good.

Education and going to school, everything is good, nothing is bad.

What happens when there is no education: Without education, the world cannot develop.

If you are not attending school, you are not learning.

A reflection was shared: education as such is neither good nor bad; it depends on how it is used: [It] will depend on the individual person. Having education you may prepare an atomic bomb.

One participant mentioned consequences of lack of education:A little while ago we were asked to write our names; you do not feel well when you cannot read or write.

The security situation was a central reason for not attending school in their home countries such as Syria:I was not in school for the last six years. The police would come and bring us to military groups for children, therefore my father would not let me go to school, and it was not safe.

My school was bombed several times, so my father would not let me go to school. I have not been to school for the last four years. The majority of parents will not allow their children to go to school. There are some safe places where children can go to school.

Discrimination and corruption as a barrier to education and possibilities for work in Afghanistan: Education is not too bad but there is a huge difference regarding what education you will receive [depending on] if you are rich or poor.

Those who get education may not get a job due to corruption.

The school situation at transit reception centers:Lack of sufficient time:We should have more time at school. At the moment we are at school from 12:00 – 14:30 three times a week.

There are few teachers, and this reduces the hours of teaching: The teacher arrives and says “I have a headache, I have to leave” or “I have a meeting, I have to leave”, so we get very little schooling. We have little time, if the teacher starts explaining, it takes a lot of time.

Learning conditions:There is so much noise where we receive education, and it is such a busy place, so it is difficult to learn.

There are no books, only sheets of paper and notebooks.There is no internet at school and the internet at the reception center is weak.

Language challenges: We have a Norwegian as our teacher; we do not understand anything of what he is saying; they translate from Norwegian to English, and most of us do not understand English either. In addition: We have no interpreter, nobody to translate for us, so we do not understand anything. We have 6 different languages in one class [with between 18-25 students].

I have been to school for three months, and have not learnt much. We have complained about the educational opportunities to the reception center, but nobody listens to us.

They should have differentiated the students according to level: I started at school after the others, [they were] on page 27 or something; and they are mixing children and adults.

I am an illiterate from my country, so I need more support than those who have attended school.

It is difficult to understand, it seems that all can be teachers here, the head of the camp is also teaching us. The teacher is good, but we do not understand her [due to language]. The head of the camp is better [at explaining].

The young people [above 15] comment that younger children [below 15] are prioritized in the Norwegian schooling system when it comes to refugee children.Those who are attending ordinary school learn more, and they have access to interpreters. They are younger than us [below 15 years]. My brother has attended school for two months, he is 14 years. He has learnt a lot more than I have. He goes to school every day and has an interpreter. [The teachers] use signs when they teach and those who learn quickly will receive a prize. They receive books and everything is free. We have to pay for our books, Kr. 600 pr. book.

What can be improved and how? The children and young people highlighted different issues, and also gave more general observations on what is needed, as well as practical proposals:Good education for everybody is better; there will be the same rights for rich and poor.

Everybody should feel well at school – [it should be] nice and not boring.

What the children can do:We have to fight to [receive] education.

We have to do our homework and improve, so that we can advance.

We have to work hard.


What authorities and teachers can do:If we attend school together with Norwegian children, then we will integrate quickly and be part of society. We have been at the reception center for three to four months and not learnt Norwegian. Others [those below 15 years], who have attended regular school for three months, are speaking Norwegian.

We want to go to an ordinary school and be together with other Norwegian children.

It is important to have a decent, kind and clever teacher.

All the children have to respect the rules and the teachers; but the teachers and the school system have to find nice and not boring ways to teach.

We want to be motivated, and have a teacher who encourages us.

We want counseling to be able to find the right subject to study.

They wanted progress and continuity in the teaching, and not too much repetition. As mentioned the teacher restarted each time a new student entered the class.

They proposed different ways of learning, such as learning- by-doing activities, for example to learn [related issues] when cooking, playing football, listening to music and playing musical instruments.

They wanted to receive a book or books, not just sheets of paper; they said they have so many of them.

Language challenges received much attention and they said that there must be better ways to learn Norwegian. They wanted some of the education to be given in their own languages. Education must be more available in one’s own language.

It is easier when the teacher understands the language [the students are speaking]; or [there is] an interpreter to support or somebody who can translate so that we understand.

The teaching must be done in our own language so as to be more accessible to us. It must be easier [to learn] when we are speaking a different language. It will be easier when we understand the language, or are supported by interpreters.

To have a teacher who speaks the same language [as we do] or a teacher who is present [and can help].

They want dictionaries or access to digital ones:We want to have a dictionary in both languages, our own and Norwegian; or have internet at school to help with translation.

We need Arabic – Norwegian dictionaries, and we are not using computers – we could have internet in school and translate. Then we could learn a language. But the internet is very weak. [We should] not only use books, but learn in different ways.

What the reception center can do:We need a quiet place to be able to concentrate.

We want someone who can sit together with us and who encourages us [to work].

Those who want should have the possibility of a place to do homework.

We want more activities: to learn to play chess [one has already participated in competitions in the community in his country]; and to play theatre.

Education while being on the flight route No children had access to education (as they undertook the journey). In one group 5 out of 9 would have liked to have had that. They would have liked to learn or improve their English as they were on the flight route.

EXPLORING POSSIBLE IMPACT OF EDUCATION ON CHILDREN’S LIVESThe groups were asked to discuss the ways in which education was important in their lives. They received flashcards on five basic areas: my family and home, my health, protection and safety, how I feel, my future and “other”.

Out of 78 participants 55 responded to this exercise. Two groups, 17 persons, did not participate (due to time constraints), as well as the youngest (5-8 years) 6 participants.

This is the total overview of their priorities; the participants got three choices each:

22 %24 %

2 %

21 %

18 %

13 %

My family, homeMy future

Other

My health

Protection

How I feel

ASSESSMENT OF IMPACT OF EDUCATION ON THEIR LIVES


26) This exercise was done after exploring education through the H-assessment tool, so the topic was to some extent pre-empted.

The responses are fairly equally divided between five areas. This might reflect that education has a general interlinked effect on most areas of life, as proposed by the flashcards. Three areas were given slightly more importance as to the role education plays in their lives: their future, family and home, and health. According to responses given above (see page 36) education’s importance to the future may be understood as decisive for the general situation in their lives – such as having friends, developing capacities, getting work and contributing to society, in contrast to living a life with less opportunities without education.

The children’s perceptions of the role of education on family and home, as well as health, could reflect that it plays a crucial role on basic issues in their lives, the well-being of their families, and their health. Their views are in accordance with well-established knowledge about the link between heath/well-being and education, as it is between girls/women’s reproductive health, number of children born, prenatal care and also child nutrition and whether children are sent to school. In other words education sets in motion a number of actions which have dramatic and long-term effects on family and community well-being and progress.

The children made a few comments on education: 26

School allows you to meet friends.

We also study to become something, like doctors and engineers.

When I go to school I feel comfortable because I don’t like to be just a burden.

EXPLORING PROTECTIONProtection could be related to everything from bomb shelters and avoiding dangers during flight, to a range of actions to protect children from exploitation/abuse, to raising awareness in children on how to take care etc.

What is functioning well – what makes you feel safe? Nothing would make us feel safe apart from being with our family.

Family is important for protection.

To be with a person who is looking after you. But girls and boys are not the same and girls have different threats-they can get raped.

To have a network around us gives confidence.

Common destiny made us feel safe.

During the journey:Red Cross protected us on the flight route. They had a reception center, clothes and transport. They supported us with a ticket for the train [to go] to the next country. We were supported by the Red Cross after [having reached Greece], not before arriving in Greece.

Children’s examples of what they had done to protect and support others:We protected families with children, nobody protected us.

I protected a family with children [on the run], then I got very tired and another came and helped me.

In Norway:One feels safe [here].

We came together with our family, so we are lucky – we felt safe.Because my family is here, it is better for me here than in Afghanistan, where there is a war.

I have got friends, and we keep together.I have made friendships, they are now living in Bergen, but we keep in touch.

I have also made friends with some Norwegian girls.

At the reception center: We have for example a reception where we can go.

We are asked every day: How are you?

People are helping us; we get tablets, medications etc.

We can go for walks [outside the reception center].

They feel safe when they are not forced by anybody to do things they do not like to do.

A group said that they had nobody to talk to about what was difficult or when they felt sad, although they used to have one person [at the reception center], but she had left. They can talk to their friends, but they do not talk about everything with them.

What is not functioning – situations where and when you would you have needed protectionThis theme explored a series of reasons why protection is important and what happens without protection.

In general:Without protection there are no rights.

It is hard without protection.

People are changing due to violence.

To be afraid and not know what will happen with our future.

Protection is important, that is why we are here. We hope for a safe place to live. We do not want unrest in the country – for that reason people from countries at war are coming. We want peace in our country, and not to be on the run. We want to get a residence permit.


When you have protection you can plan your life – and continue with education and enter into working life.

For our future, if we want to be a doctor or something else, it is only protection that gives us that possibility.

We want peace in our country! Not to be on the flight route.

To be in one’s own country and not have to flee.

[There should be] no war, [it should] not [be] dangerous in one’s home country. It is so difficult in Afghanistan; children are forced to take part in the war.

In Afghanistan the chance of being killed is 100%. It is very dangerous to be on the flight route, so when we take the risk [to leave Afghanistan] it is very difficult to be returned.27

Protection and education – in their home countries:School is not safe in Syria due to recruitment to military groups and to bombing of schools. Only parents from families who support Assad or have contacts in the government let their sons go to school.

Boys at the centres had not attended school for the last 4 to 6 years. They said that in the mosques there was no problem, there it was safe to study.I belong to the Hazara28 people in Afghanistan; this is the same as belonging to nothing to be nothing. I experienced severe discrimination in Afghanistan due to this; there is no equality among groups. In Iran there is [also] discrimination, it was not possible for people from Afghanistan to attend school. Here it is not like that.

In addition to protection issues, a boy also mentioned having to carry heavy loads over long distances:I carried a suitcase of 8.5 kilos 1 kilometer (to school).

On the move:You have to prevent the killings that go on in Iran, from the border of Afghanistan and the whole way to Turkey.

In Iran I saw many being shot in the stomach.

It was difficult, and risky to go out at night.

When strangers were surrounding us [we felt threatened].[We needed] shelter [to protect us from the] cold! We had to stay overnight in the street.

I was afraid most of the time. I was so scared when we were on the flight route, I was sitting in a car and the police was shooting at the car. Another boy experienced the same and that his father was sitting with his younger brother – this was so dangerous.

When I was on the journey I was worried about my brother.

Several children experienced that they had to give their fingerprints in a country; this led them to worry about being returned to that country: In Bulgaria we were obliged to give our fingerprints.

I am afraid of being returned to Bulgaria. My fingerprints are there.

I left my fingerprints in Germany and am afraid of being returned.

[We hope] that we are not obliged to give fingerprints in another country.

We hope that [although] we have fingerprints in other countries, that we will not be returned.

While staying in Norway:We do not ask for so much from this country, we only want a safe place to live.

In Iran they hit us. Here they write with their pen and destroy us in that way.

Residence permit:This is a key issue and it is a constant worry for them whether they will get a residence permit or not. They frequently receive different and conflicting news, and want the immigration authorities to speed up the process. They have heard that the authorities will not give residential permits to children under 18 years. They want to... receive protection by the Norwegian State – to stay in Norway.

They know it is hard to… get a residence permit. It is so difficult for us [from Afghanistan] to be returned.

They emphasized that they are already stressed and afraid, and that this situation is an additional burden. When they go to interviews for asylum applications they said that they were given the same question five or six times repeatedly: Our minds become blank. We cannot remember anything. It is so confusing.

They said that during the interviews the guardians do not say anything, they just signed a paper.

A crucial part of the residence permit, is their age and the age assessment.The guardian has said that if they [authorities in another country] have your fingerprints you may be returned [to that country].

27) See also: After return - Documenting the experiences of young people forcibly removed to Afghanistan, Refugee Support Network, London, April 2016, www.refugeesupportnetwork.org 28) The Hazaras are a Persian-speaking people who mainly live in central Afghanistan, Hazara Town in Balochistan, Pakistan and Karachi. They make up the third largest ethnic group in Afghanistan (Wikipedia)


The age test – they [the persons carrying out the tests] do so many errors.

The age assessments are not reliable. They give a wrong age.

In Norway it is difficult for many when they go through the age assessment; the results indicate that they are older [than they are].

When I was interviewed, they [The Norwegian Directorate for Immigration, UDI] were not so exact. For example they never asked about my parents. They only said: Are they around 50? I said: Yes, and then they wrote that down.

They also feared the dentist’s examination. In their opinion the results from these controls do not correspond to their actual age, and said that not everybody would know their exact age. If they say they are younger than they are that’s a problem, and also if they say they are older than they are. They mentioned an example: When we came here we first had to talk to the police. We did not want to lie to them, but a girl we know was worried and gave the wrong age to the police. Now she is crying all the time.

Other criteria were also used, such as growth of facial hair: There are many different people from Syria and Afghanistan who come to Norway to apply for asylum. For the Pashto- speaking group, the beard starts growing early. It does not mean that you are above 18. This is not fair.

GuardiansThe children had different expectations of and experiences with the guardians:We have got a guardian who protects us.

One girl mentioned that she had only seen her guardian at the police station, and never again. She concluded that it would be better not to have had her in the first place. A boy said:Mine came once and said he had only one hour, and I forgot everything I had to say.

HealthcareHealthcare is not good. The doctors are not good, they only tell us to drink water and come back the following week.

Whenever we go to the doctor he just says we should drink water. I have the flu now and expected to get some medicine, but he just says: drink water!

PROPOSALS FOR IMPROVEMENTChildren proposed what they could do: Defend oneself by communication [instead of using violence].

Proposals to adults:It is different in Norway compared to Sweden. In Sweden children are allowed to stay with a family. It would have been better to be with a family [than to live at the reception center].

We wish that the doctor could examine us and find out what is wrong. We receive the same tablets for everything.

We wish support from lawyers, for example if I do not receive any response [to the application for residence permit] and have heard nothing for a longer period..

The Guardians: Most of them wanted to be adequately informed about the role of the guardian, in particular about the meetings with the immigration authorities during interviews with the authorities. Some of them needed to see their guardians more. Others said they wanted to learn about rules and customs in Norway and a few expected the guardians to be like mothers and fathers, but came to realize that they were not like that after all.


CLOSING SESSION

Each gathering ended with a closing session where eve-rybody was sitting in a circle. The groups were reminded that they would receive a copy of the report and be kept informed about how the material will be used, as long as we are able to find out where they are living. They were then invited to share any feedback from participating in the gathering.

FEEDBACK ON PARTICIPATION IN THE GATHERING:It was ok; it was good to be asked. Interesting, very nice, very good, not tiring, you are very kind.

- GratefulnessWe thank you for doing this.

In Norway we have been listened to, thank you for listening to us.

It is nice to be invited to a conversation.

Thank you for asking us about our experiences; people in Norway are kind.

- It was good - to be listened toIt was good, we were happy; we were able to share our worries.

I am really happy that I could share my thoughts with you.That somebody came to talk with us about our situation.

We are happy you came and listened to us about our experiences; that means a lot.

It is really nice that you included us. This is the first time that all children have the possibility to be included; it is the first time somebody has asked us to share.

There are many at the reception center, but today was the day when somebody came and wanted to listen to us children.

I am really happy that you came and met us. We got the opportunity to share our thoughts with you. You listened to us when we told you about the journey, although it was tiresome.

When we talk about the journey, my mind goes back and I get upset. Otherwise it was good.

- To make their situations knownIt is of great importance that there are people who care about what it is like to be a refugee in Norway.

It was good to be able to say how hard our situation is, and that the government will hear this.

I would like the media to know that if someone thinks it is easy to come here, they do not understand how difficult it is in countries like Somalia and Syria.

- and to be able to support other childrenIt went very well today, and through us you can be able to support other children.

We are happy to share, so that other children will not experience what we have been through. We can support them by telling what we have experienced. That is what we have done here.

THE WAY THE GATHERING WAS CARRIED OUT All of it was helpful; we have never before been working inthis way.

It was very good, because much of what I wanted to say, it was possible to tell you. Today it went very well. The questions you asked - it was good to respond to them. You asked about our difficulties, it was ok to tell. Today we have had the opportunity to say what we have at heart, which was nice.

HOPESWe do not want to be sent out of the country.

I would like to work like you. Not in Norway, but abroad and help children.

Finally all of them received a certificate for their partici-pation. This was a token of appreciation and recognition of their contributions considering the effort it takes to return to extremely difficult moments and share them. The certificate was also given as a reminder of the session.

40 < > HEAR IT FROM THE CHILDREN REPORT 2016 < > 41Photo: Inge Lie / Save the Children Norway


CONCLUSIONSThe results of this study illustrate the extremely difficult experiences that children and young people have been exposed to when they were on the move, both physically and emotionally. Most of them were exhausted, scared and afraid for weeks and months. Some were nearly killed and saw others killed; some saw small children left behind by their parents; and the unaccompanied children missed their families. Many of them were maltreated by police, border authorities and smugglers.

Children should never have to go through experiences like this. It is well-documented that all the rights of the child are violated during armed conflicts. It is considered to be the most devastating situation children can live through. This study confirms that this is also the case for many children on the move. This is a severely traumatizing situation for them.

These realities cannot be ignored. They underline the responsibility of state actors and all otherwise concerned to react to children on the move from a humane perspective and in the best interests of the child. Regardless of their migration status, children are first and foremost children. Their rights are enshrined in the Convention on the Rights of the Child ratified by most country in the world.

Education was by far the most important issue when the children were asked about priorities when in difficult situations. They considered education to have a value in itself; they saw it as crucial to each and everyone’s development, and for the development of society as a whole. It meant access to work and coping with everyday life. When you have knowledge, you have everything

[Education] is important in order to become a doctor, and then we may help others, for example the Norwegians who have helped us.

It helps us in getting more knowledge and to understand more about our own lives and future

Education is the secret of happiness and a gift you bring with you forever.

Almost all of the children we spoke with, were also concerned about their asylum application and whether or not they would get a residence permit to stay in Norway. This was experienced as a heavy burden on top of the experiences they had already gone through. The stress of waiting for a response to the application affected their total situation, including their health and learning capacities. Some said they experienced the waiting as worse than receiving a refusal. Children from Afghanistan seemed to be the most affected by the insecurity.29 All unaccompanied children carry a burden of extreme worries about and intense longing for their families. There is a clear need for psychosocial support for refugee children as well as concrete efforts to assist them in integrating into the Norwegian society as early as possible.

Naturally, many of them would have preferred to stay in their home country, if only it had been safe enough to do so.

29) Statistics from UDI documents: in 2015 15 of 1,165 (1.3 %) permission to stay for unaccompanied minors were time-limited (valid till the per-son reaches 18 years). Of these, 10 permissions applied to Afghan young persons. In 2016 (January – May) 32 of 685 (4.7 %) applicants received time-limited permissions, 27 of them from Afghanistan. This increase led to discussions regarding the Parliament’s asylum-settlement which opens up for giving all minors who are in need of protection the right to a temporary permission only. https://www.udi.no/statistikk-og-analyse/statistikk/asylvedtak- etter-statsborgerskap-og-utfall-for-enslige-mindrearige-asylsokere-2016/ In June 2016 UDI considers applying Exemptions for unaccompanied chil-dren without passport. This means that in addition to time-limited permissions they will not receive permanent residence or family reunion; they will have to live at a reception center, and they have no rights to attend courses in Norwegian or participate in the introduction-programs.

- to be protected: to survive and live in a safe place

- to live with their families, or, if that is not possible, to stay in close contact with them

- to get education and have hopes for future - to learn and develop, and contribute in society.

Three main issues were chosen by the children in this study as being particularly important. They are:

42 < > HEAR IT FROM THE CHILDREN REPORT 2016 < > 43Photo:Inge Lie / Save the Children Norway


CHILDREN’S KEY CONCERNS AND RECOMMENDATIONSTHE CHILDREN’S KEY CONCERNS ARISING FROM THE JOURNEY WERE:• the ongoing struggle for survival • leaving behind or losing family and friends • continually having to avoid/experiencing maltreatment and violence underway • emotional and physical suffering from direct experiences and from what they witnessed.

THEIR MOST IMPORTANT CONCERNS WHEN THEY ARRIVED IN NORWAY WERE: • be able to stay, which meant to receive confirmation of a lasting residence permit• be together with their families, or at least to be in contact with them• resume / start school as soon as possible • be together with new friends; this was of special importance for the unaccompanied children.



Protection on the flight route• a plea to help stop the frequent murders that take place on escape routes from Afghanistan to Turkey • be protected against all forms of violence and maltreatment from police, border-guards, smugglers and thieves• have access to adequate water, food and shelter• get help when needed, such as protection when separated from their families, when maltreated or threatened, and when exposed to terrible sights such as seeing other people, including children suffer, die or being killed• ensure special attention to protect girls against sexual abuse; and to receive appropriate care when pregnant • measures to avoid separation from family and friends• stop the practice of being obliged to give their fingerprints when crossing borders.

Live in a safe place – being granted a permanent residence permit• be quickly informed about the application for a residence permit; avoid having to stay in Norway for several years and then be told to leave• be granted a permanent residence permit • receive protection from the Norwegian authorities, also those coming from Afghanistan

Family reunification • allow for speedy reunification of families• alternatively: stay with a Norwegian family and not in a center.

Education and learning environmentEnsure access to education• be allowed to go to school• start schooling as soon as they arrive at the transit reception center• go to school several days a week or every day • go to ordinary schools together with Norwegian children

Ensure teaching quality• ensure sufficient number of teachers to guarantee ongoing progress in learning • ensure trained teachers to guarantee the quality of teaching and students’ motivation• adapt teaching methods to different levels and situations (literates and illiterates; slow and quick learners etc.)• ensure students understanding of what is being said by the teachers • contract teachers who speak the students’ language (when possible); alternatively, use interpreters • ensure availability of dictionaries, books (in Norwegian and English and the students’ languages) • limit the number of languages in every class

THE CHILDREN’S RECOMMENDATIONS TO THE GOVERNMENT, LOCAL AUTHORITIES AND NON-STATE ACTORS WERE:

Ensure adequate school material• books (not only sheets of paper) • access to internet of sufficient strength in the classroom • encourage and support students to follow courses online, such as Norwegian courses

Ensure support for homework • set aside a quiet place (at the center) for home-work • provide staff members or volunteers to support homework

Ensure information about educational opportunities• provide access to school counseling • arrange for opportunities and guide the student to find the most appropriate curriculum.

Living and care arrangements in NorwayGuardians• Be able to change a guardian if a certain minimum of follow up is not fulfilled.

Health, psychosocial and everyday care• Ensure adequate economic support to enable children to pay for necessary health- and dental care • Prioritize children’s wishes to stay at the same centers as their friends–this is of special importance for the unaccompanied children.• have disposable money to buy necessary shoes and clothes

Leisure activities: sport and culture• Facilitate activities such as playing football and basketball; cycling; participating in groups outside the center for taekwondo, chess, music (such as playing the piano), theatre etc..

REPORT 2016 < > 45


SAVE THE CHILDREN’S RECOMMENDATIONS

FOR CHILDREN ON THE MOVEProtection• The best interests of the child should be a primary consideration in any decision concerning that child. Regardless their migration status, children are first and foremost children. Their rights are enshrined in the UN Convention on the Rights of the Child.• Support search and rescue operations in the Mediterranean Sea. These operations have to have the adequate capacity and mandate needed to deal with the rising scale of the problem. Saving lives, not border control, must be the priority for operations in the Mediterranean. All personnel involved in search and rescue operations has to be trained on children’s rights and child protection, which are minimum standards for child protection in humanitarian actions.• Provide children with safe and legal access to Europe, including resettlement, relocation, humanitarian visas, increased flexibility in family reunification processes, private sponsorship programs and student scholarship schemes. • Strengthen national child protection systems to better protect and safeguard children on the move. This must include proper shelter and safe places for children to stay, child friendly information, training of staff, and identification and referral mechanisms for vulnerable children. Children who are victims of trafficking, or who are at risk of becoming so, cannot receive adequate protection and assistance if they are not identified and get informed about the risks.• Empower children with information about their legal status and rights, as well as risks and consequences related to exploitation, such as human trafficking and migrant smuggling. These actions will help keep children safe, and prevent that children and their families are abused and exploited. • Immigration detention of children must be eliminated. Detention cannot be justified on the basis of children’s or their parent’s immigration status, nor on their status as unaccompanied or separated children. Administrative immigration detention of children is always a violation of children’s rights, and alternatives to detention must always be found for children and their families. Detention of children can cause serious physical and psycho-social harm, even if it is for a very short time.

Education and learning• Include inclusive quality primary and secondary education from the outset of an emergency, and in the current refugee and migrant crisis. Education should be integrated from the first stages of planning and response, to guarantee that adequate resources are allocated to early education interventions. This will secure a more orderly transition for children out of protracted and devastating crises, into phases of early recovery, and ultimately rehabilitation and development. The education should be free and accessible for all refugee and migrant children, regardless of their ethnicity, nationality, or likely duration of stay in the country. • Provide learning that is relevant to the diverse needs of children, based on the different likely scenarios (i.e. receive asylum, family reunification or relocation to another European country of asylum), and taking into consideration the priorities of children, parents and caregivers. In the short to medium term, non-formal education should include learning the local language, English, basic numeracy, and basic literacy in the first language of instruction (e.g. Arabic, Farsi), as well as structured psychosocial support (PSS), and child resilience activities. Given the level of disruption to many children’s education to date, structure, routine, a quality learning environment, and positive teacher- student relationships will be crucial to ensure that the needs of out-of-school children are met. • The clearly expressed prioritization of education as a fundamental need by conflict-affected populations, contrasted with the current low levels of funding and shows a serious gap that must be addressed. Following a first-phase response, education funding needs to be predictable, to ensure that it does not stop when children and young people need it most.• Improve integrated and cross-sectorial delivery of assistance of education as a platform to reach beneficiaries with life-saving interventions and information on health, protection, nutrition and livelihoods support. Education should not be seen as a competing sector, but as a protecting complementary part of all humanitarian responses. Education has been shown to play a critical role in protecting children in crisis-affected contexts.

Based on what children have told us about being on the move and arriving in Norway, Save the Children Norway have the following recommendations to the Norwegian authorities and other relevant actors:


FOR CHILDREN ARRIVING IN NORWAYSeeking asylum• The best interests of the child should be a primary consideration in any decision concerning that child. • Processing children’s asylum applications should be prioritized. To protect the rights of each child, it is critical to ensure that relevant staff at the National Police Immigration Service (PU), the Directorate of Immigration (UDI) and the Immigration Appeals Board (UNE) have the relevant country, cross-cultural competence and child specific knowledge. The staff should also have specific training on identification of children who are victims of trafficking.• Ensure that children receive child friendly information in every step of the asylum process. This includes making sure that children understand the importance of the asylum interview, and the outcome of their application and what it means to them. • Unaccompanied asylum-seeking children should not be given temporary residence permits. In Norway, unaccompanied children aged 16- 18 who are not considered eligible for protection, receive temporary residence until they reach the age of 18. On their 18th birthday, they are supposed to return to their respective home countries. Temporary residence permits only allows them to stay in Norway until they turn 18. This practice needs to end. Instead of this practice which harms the children, durable solutions should be sought for each child.• Every effort should be made to reunite children with their families when it is in the child’s best interest. A flexible approach needs to be used for the assessment of family ties. Personal relationships, as assessed by the child, need to be taken into consideration.• Age assessments should be conducted in a more holistic way, taking into account the best interest of the child. Any age assessment should include legal safeguards, such as the right to appeal and the benefit of the doubt.• All unaccompanied children should immediate upon arrival be assigned a representativ who is properly trained, vetted and monitored.

Living and care situation • Ensure enough staff at reception centers, and ensure that all the staff has the right qualifications and has been given specific training on protection of children. It is important to have enough qualified staff at the reception centers who can have the role of trusted adults who the children can speak to and confide in. Trauma caused by stress, war, prosecution or other health challenges can affect parent’s ability to provide proper care for their children. Enough qualified adults are particularly important at reception centers with unaccompanied children, who need both emotional and practical support of adults. The staff should also have specific training on identification of children who are victims of trafficking.

• The Child Welfare Service must have the responsibility for all unaccompanied children seeking asylum in Norway. • Limit the number of times children have to move between reception centers. Moving children separate them from friends and abrupt their education. Ensure that children are given time and information to prepare when leaving a reception center or area. • Provide child-friendly information to children at reception centers about their rights, health care and welfare service.

Health• Give psycho-social support to all children at reception centers. • Make sure that the staff at reception centers are trained and have routines to identify both physical and psychological abuse and traumas.• Equal access to health care. Ensure that money is not a barrier to necessary health or dental care.

Activities• Ensure child friendly spaces, including available space inside and outside of the reception centers for children to play, and quiet rooms for children to do their homework. • Ensure that all children have access to leisure activities outside of the reception centers.

Education and learning• Provide all children between one-year-old and school age immediate access to kindergarten.• Provide children with immediate access to education. • Provide learning that is relevant to the diverse needs of children, and ensure that education to a greater extent is provided in the children’s mother tongue.• Take into consideration the priorities of children, parents and caregivers. Involve parents and caregivers in planning and communication. • Schools and teachers should be given the necessary resources and training to strengthen their knowledge and qualifications about children on the move and their psychosocial needs. It is important that teachers have the correct understanding of how experiences from war and conflict, and from being on the move can affect children’s health, well-being, behavior and ability to learn. Teachers will then be more aware and able to follow up the children’s individual needs. • Ensure that both children seeking asylum and those who have received asylum get to go to school together with Norwegian children, and that they have some common activities with their peers.• Ensure that all children, regardless of their status, have equal rights to education.


ANNEX 1 METHODOLOGICAL GUIDE

Hear it from the ChildrenMethodological Guide: Children and young people

Oslo, February / April 2016

This guide is indicative and was adapted to each group.

INTRODUCTION Welcome to this gathering! Introduction of facilitators and interpreter/s: My name is …. , I am with Save the Children Norway, an organization that supports children and works for their rights. I will facilitate this gathering together with ….., and …. will be our interpreter today: the interpreter informs about his/her mandate.

Why we are here and what we will doSave the Children is working for children’s rights and works especially with children and young people in difficult situations. To be able to do that the best possible way, we need to know what children are thinking, what their experiences and opinions are. Today we want to learn about the journey you have made all the way to Norway and how you see your present situation when you arrive in a new country, in Norway: What happened when you were on the flight route and what have been good and more difficult experiences; what are your reflections and proposals? Did you need protection in any situations and if so, what sort of protection? What are your views on education in general and when you arrive in a new country? We want to know about your hopes, fears and proposals when you arrived in Norway.

Presentation game Please go in a circle. We will use a ball to throw among you all. When you receive this you are asked to say your name and something you like to do or eat (or make a movement that all have to copy). Then you throw the ball to one of the other participants.

Ensure that participants write their name, age, language and country they come from on a list. The list will not be given to anyone outside Save the Children.

How we will workIt is voluntary to be part of this, to come and to stay. If you do not want to continue, you may leave. All information is anonymous, your names will not be given to anyone, and it will not be known to anyone that you have participated in this event or what each of you have said. When I have told you more about what we will do, you will be asked if you want to be part of this.

The agendaWe have four key tasks on the agenda today:• The body map• Ask for the most important issues• Your opinions regarding education• Your opinions on protection

We will apply a participatory tool called Body map. We have been using this tool for more than 10 years with children and young people in many countries all over the world, also in countries in violent conflict situations. You will work in groups according to age: older and younger children in separate groups and according to gender with boys and girls in separate groups – if you want. Each group will be asked to respond about their experiences: your own experiences and experiences you may know from other children. We will use the different parts of the body as a guide for the responses, and we have some questions to support this, head, eyes, ears, mouth etc.• There are no right or wrong answers• If there is anything you do not want to share that is fine as well.

Please note that no names will be given – no one will know who has given which response and there will be no photos where persons can be recognized and no photos of your faces.

What will happen with the information? The information we receive from you and other groups


– your experiences and priorities when you were on the flight route and arrived in a new country-will be brought together in a report. We will share this information within Save the Children, other organizations and also with local and national authorities, including the Norwegian government. The purpose is to improve children’s situation when they are on the flight route and arrive in a new country. We will do what we can to make them listen to what you have said, but we do not know what they will think and do, and if there will be any follow up.

Each of you will receive a copy of the report when ready, and we will inform you about how the information will be used given that we are able to know where you are.

Participants’ informed consent:Do you have any questions? Would you like to take part in this? – Remember that participation is voluntary and if you do not want to stay, you may leave.

If you want to take part we have an informed consent form that we will go through (each participant receives a copy in their language). The consent forms were also given to parents / caretaker or guardian. The consent forms were signed by the participants.

DOCUMENTING CHILDREN AND YOUNG PEOPLE’S EXPERIENCES AND PRIORITIESForm the groups, according to gender and age include the accompanying adult/s and interpreter

A. The Body mapping exercise NB: make sure to get information separately from the journey and arrival, ensure either two body maps pr. group, or draw a line and get two half bodies. Introduce the body map tool28 (draw an example on a flip chart to explain) in plenary: This is a way to explore, map and document experiences and it may be helpful to get an overview over a group’s situation, and for each of the participants. Each group will respond to the same questions for each part of the body.

• Provide flipchart pages stuck together the size of a child/young person’s body

• Ask for volunteers, one to lie on the paper to have a line drawn round the body and others to draw a line around the body to create a full-size body map.

28) See link to different tools, including the Body map: http://tn.reddbarna.no/default.asp?V_ITEM_ID=30680 and http://tn.reddbarna.no/default.asp?V_ITEM_ID=11025


Head: What are children thinking when they are on the move; and when reaching a new country? What are they learning? What worries do children have? Are there any good experiences? What do children like in such situations? What do they dislike or fear? Has your journey to Norway changed the way you think, and/or your learning? Has the journey changed the way other children you know think and feel? (Explore both positive and negative examples.)

Eyes: What do children see on the journey; and when arriving in a new country? What are the good things; what are the difficult and bad things? What do children like to see /what would children like to see? How do adults look at children when they are on the move; and when arriving in a new country?

Ears: What do children hear? How are adults listening to children while on the move; and when arriving in a new country? How are children listening to adults? What do children like to hear / what would they like to hear? Are there any messages or information that you would have wished to have while being on the journey?

Nose: What do children smell? Any new smells – that children like / dislike?

Mouth: What are children saying? What are adults saying? How are children talking to adults? How are adults talking to children?

Shoulders: What are children’s responsibilities when they are on journeys? What are adults’ responsibilities, your mother, father, elder sisters and brothers, other relatives? Are any of those responsibilities new? Did you /children have any new responsibilities while being on the flight route and after arriving in Norway? Are there any responsibilities you would like to have / or not like to have? Are there changes in the responsibilities of your mothers, fathers or other relatives?

Torso: How has the journey affected children in general? How has it affected their health? How has it affected the health of babies, infants and adults? Are children experiencing difficult situations since leaving their home country that they did not experience earlier, such as abuse, neglect, violence or exploitation? (Note to facilitator: may need explanation)

Heart: How are children feeling? How are people feeling towards each other now compared to when you were home? How would children like to feel? Who are supporting children when they are on the journey? What sort of support would children like to have?

Stomach: How are children feeling in their stomach? What are children eating during the journey? What would children like to eat? If able to respond: What are adults eating? How are adults feeling in their stomach?

Arms and hands:What are children doing with their arms and hands while they are on the move? Are there any kinds of activities that girls and / or boys are doing more or less than before? Are there any activities children would have liked to do while they are on the move? Are children having any schooling/learning during the journey? How do you think children can better learn school stuff while being on the move?

Legs and feet: What are children doing with their legs and feet during the journey? Are there any changes in the places where girls go or do not go? And where boys go or do not go? Are there places where girls would have liked to go? Are there places where boys would have liked to go?

Key questions related to the body mapping exercise:


Head: What are children thinking about their life after arrival in Norway? What are their hopes and fears? What motivates them, what do they like, and what do they worry about? What do they think about the future? Are there situations/times where and when it is easier to feel hopeful, and situations/times where/when they feel worried or sad? What have they learnt after arriving in Norway? Have they learnt something funny/weird/interesting/exciting/important? Where/how did they learn this? Are there things they would like to learn more about?

Eyes: What have they seen after arriving in Norway? Is something very different from what they have seen before? Something that feels familiar/similar to what they are used to seeing? Something they enjoyed seeing, something they have seen that they would prefer not to have seen?

Ears: What have they been told about the country they have come to, what will happen to them, and what are their rights? What kind of information have they got? What do they hear during the day inside and outside the reception center? Are there sounds they like? Are there sounds they do not like? Are there ways that people speak or words people use that make them happy or make them sad or scared?

Nose: What do they smell when coming to Norway? Are these new? What do they like / dislike?

Mouth: Do they talk to anybody about their situation and how they feel after having arrived in Norway? Who? Is there anybody they feel they could talk to if they wanted to? How do they talk to others at the reception center? What words do they use?

Shoulders: What are their responsibilities after arriving in Norway? How do they feel their responsibilities are towards different children and adults that they relate to after having arrived in Norway? Family, other people at the reception center, etc. What responsibilities can they share / are they sharing with others and what responsibilities do they carry alone and do they feel they can carry those alone?

Heart: How do you think people at the reception center feel towards each other? How do you feel living at the Reception Centre – anything special you like or dislike? What do you know about people outside the reception center? What do you think people at the reception center feel towards the people living outside the center? What makes the heart strong and warm, and what makes the heard weak and cold?

Stomach: What are they eating here in Norway? What kind of food do they like here? What are you eating after you arrived in Norway? What would you have liked to eat?

Arms and hands, legs and feet: How can they move here in Norway, inside the center and outside?

Whole body: How are you using your body? What would you have liked to do to deal with the situation you were in? How are you using your arms and legs, your mouth, ears and eyes?

Reflections: Give the groups some minutes to reflect on the process and result, ask them:• to identify the three-five most important issues from the body mapping• to identify responses/impacts which are special for girls and for boys during the journey• why they have chosen them• what would be the most important issues to change and why • who could give support for that; what could be their contribution?• if this process has given them any new thoughts and ideas? If so, what are they?

Facilitators and note-taker: In order to identify the most vulnerable groups and groups who have faced the hardest impact from the journey, use post-it for writing responses.

After having arrived in NorwayKey questions related to the body map exercise:



B: Children and young people’s priorities

• As we all know there are many things that are important to us in life, especially when life is hard and we have to flee due to violence. We would like to know which things you think are really important to you. - Ask the children what they prefer to do in groups or individually

• Give each child picture-flashcards of different things (food, shelter, clothing, family, television, money, good health, bicycles, car, school; they may add a card, if missing a topic

• Ask them to pick the top three most important ones

• Note the ranking, and ask children why they chose as they did. Ask, if they had to choose one thing, which thing is most important for their lives. Note-taker: Make sure all answers are written down according to gender, age, country

C: Children and young people’s views on (positive) outcomes of education For Out-of-school children, according to age and gender

• Show the images of the schools.

• Talk to children about what is preventing them from going to school?

• List the reasons why the children explain they are not in school.

• Ask children if they want to go to school, and if so, why? If not, talk to them about why not? What might be different in life if you could go to school? Use the pictures from above of different areas of life school can impact to elicit responses.

For school-children and young people: May use the H-assessment toolAsk them why they go to school; what they like/dislike

Closing: follow up and thank you

• Thank the children for sharing their experiences and views.

• Inform them, i) that the staff that has joined us will be there in case they want / need to talk after the session or later (confirm w/ staff), ii) Explain how SC will use the information: talk with other organizations and authorities..., iii) each participant will receive a copy of the report, iv) they will be informed about the use of the information iv) the groups may take the body map with them - photos!

• Hand out certificates

• Make a circle: everybody has the opportunity to say something about the gathering, and to respond to: What I bring with me from this session.

Material needed: • A small/middle sized ball• Blue-tack • Post-it notes – four colors• Areas of life flashcards, laminated • Prioritization flashcards, laminated • Flip chart paper • Masking tape • 2 Scissors • Certificates• Markers and colors (ink and color pencils)• A4 white paper



ANNEX 2. INFORMED CONSENT FORM

The consent form was translated into the languages of each of the groups and shared with the children’s parents, caretakers or guardians beforehand. It was shared and reviewed with the children during the gatherings.Informed Consent Form for children and their parents/guardians

Samtykke til at Redd Barna kan bruke informasjon i rapport/bok Hear it from the children

Gitt av og foresatte/ verge (for de under 18 år)

Jeg/vi godkjenner at sin informasjon og historier brukes i en rapport/bok i for-bindelse med Redd Barnas arbeid Hear it from the Children.

Redd Barna ønsker å fortelle hvilke erfaringer og prioriteringer barn og unge har når de er på flukt og kommet frem til nytt land. Hensikten er at barn og unge skal komme til orde, at Redd Barna og andre organisasjoner skal kunne gi barn og unge best mulig hjelp, og for å kunne påvirke andre organisasjoner og myndighetene til å bedre sine tiltak.

I barnas/ungdommenes deltakelse i dette arbeidet skal følgende prinsipper ivaretas:• Barna og ungdommene skal føle seg trygge og deres rett til personvern skal sikres. Dette betyr at barna, ungdommene og deres familier vil være anonyme både med hensyn til identitet og bakgrunnshistorie. All informasjon og alle historier vil bli anonymisert. • Barnas deltakelse skal være frivillig, og barna skal få tydelig informasjon om hva dette arbeidet gjelder og hvordan det skal gjennomføres og få svar på spørsmål de måtte ha; de vil også bli spurt om de ønsker å delta. • Redd Barna vil spre rapporten/boka bredt for å nå ut til så mange som mulig, også innad i Internasjonale Redd Barna. Informasjon, sammendrag og konklusjoner kan bli brukt i åpne diskusjoner og media. • Barn og unge som deltar skal bli informert om hvordan informasjonen blir brukt og så langt som mulig når den blir brukt.• Barn og unge som deltar i samlingene vil bli respektert utfra sine rettigheter, som fullverdige og aktive deltakere i samfunnet og som har viktige budskap for andre barn, ungdom og voksne.

Til deg som er med på en aktivitet med Redd BarnaNår du og andre barn eller ungdommer er sammen med oss, skal dere• Vite hvem vi er og hvorfor vi har aktivitet sammen med dere• Være trygge og føle at dere kan stole på oss • Trives og ha det bra på aktiviteten• Føle at dere alle er like mye verdt, får være med og blir behandlet rettferdig• Få være dere selv• Bli hørt på og få være med og bestemme når det er mulig• Aldri gå alene med en hemmelighet som gjør vondt eller gir dere klump i magen. Da skal dere kunne si ifra til noen!

Dersom du er bekymret for noe eller opplever noe du synes er ubehagelig når du er sammen med oss på en aktivitet, må du si ifra! Det kan du gjøre til en av de voksne i Redd Barna. Du kan også sende en mail til [email protected]. Trenger du hjelp til å sende mailen, kan du be om hjelp av en voksen du stoler på.

Dato:

Navn på foresatte/verge med blokkbokstaver: (hvis under 18 år)

Signatur barn/ungdom:

Signatur foresatte/verge: (hvis under 18 år) For Redd Barna:


REFERENCESPUBLICATIONS IN ENGLISH

Committee on the Rights of the Child, Fifty-third session 11-29 January 2010, Comments on the Rights of the Child, Concluding Observations, Norway 2010, available at http://www2.ohchr.org/english/bodies/crc/docs/CRC.C.NOR.CO.4.pdf

Gladwell C and more, 2016, After return - Documenting the experiences of young people forcibly removed to Afghanistan, London, Refugee Support Network https://refugeesupportnetwork.org/sites/default/files/files/After%20Return_RSN_April%202016.pdf

Iversen V. C., Sveaass N., Morken G., 2014, The role of trauma and psychological distress on motivation for foreign langua-ge acquisition among refugees. International Journal of Culture and Mental Health. ISSN 1754-2863. 7(1), s 59- 67 . doi: 10.1080/17542863.2012.695384

Lansdown G., 2011, Nine basic requirements for effective and ethical participation and associated benchmarks to each requirement, Unicef, available at http://www.each-for-sick-children.org/images/2015/Nine_requirements_children-s_participation_Lansdown.pdf

Save the Children, 2014, Participatory tools - Digital resource-book: Body map, H-assessment and more, available at http://tn.reddbarna.no/default.asp?V_ITEM_ID=11025

Skretteberg, R., The Global Displacement Figures 2016, 2016, Norwegian Refugee Council (NRC), available at http://www.nrc.no/the-global-picture-of-displacement/

The Anti Trafficking Monitoring Group, 2016, Time to deliver - Considering pregnancy and parenthood in the UK’s response to human trafficking, Anti-Slavery International for The Anti-Trafficking Monitoring Group, available at http://www.antislavery.org/english/what_we_do/trafficking/anti_trafficking_monitoring_group/atmg_reports_briefings.aspx

The Norwegian Constitution (1814-05-17 and 2016-05) available at https://www.stortinget.no/globalassets/pdf/english/constitutionenglish.pdf

The Norwegian Directorate for Immigration (UDI), 2016, Asylum Decisions for Unaccompanied Minors by Citizenship and Outcome (2016) available at https://www.udi.no/en/statistics-and-analysis/statistics/asylum-decisions-for-unaccompanied-minors-by-citizenship-and-outcome-2016/

The Norwegian Directorate of Immigration (UDI), 2016, Immigration to Norway / Unaccompanied Asylum Seekers, available at https://www.udi.no/en/word-definitions/unaccompanied-minor-asylum-seekers/

The Norwegian Directorate for Immigration (UDI), 2016, Statistics and analysis on immigration, available at https://www.udi.no/en/statistics-and-analysis/

The Norwegian Directorate for Immigration (UDI), 2015, UDI circulars, updated Nov. 2015 available at https://www.udiregelverk.no/en/documents/udi-circulars/rs-2008-031/

The UN Committee on the Rights of the Child, 2012, Day of general Discussion: The Rights of All Children in the Context of International Migration http://www2.ohchr.org/english/bodies/crc/docs/discussion2012/DGD2012Outline.pdf

The UN Committee on the Rights of the Child, General Comment no. 6 (2005) Treatment of unaccompanied and separated children outside their country of origin available at http://www2.ohchr.org/english/bodies/crc/docs/GC6.pdf

The UN Committee on the Rights of the Child, General Comment no. 12 (2009), The right of the child to be heard, available at http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/CRC-C-GC-12.pdf;


The UN Committee on the Rights of the Child, 2009, GENERAL COMMENT No. 12 (2009), The right of the child to be heard, http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/CRC-C-GC-12.pdf The UN Refugee Agency, UNHCR, January 2016, Refugees/Migrants Emergency Response – Mediterranean, available at http://data.unhcr.org/mediterranean/regional.php

Wenke D., Pàmias J., Costella P., 2015, Participation, capacities and resilience of children on the move against trafficking and exploi-tation, Orientations for professionals and officials working with and for children on the move, Athens, Resiland http://www.resiland.org/files/small_booklet_res.pdf

LAWS

LOV-1992-07-17-100 relating to Child Welfare Services (the Child Welfare Act) available at https://www.regjeringen.no/contentassets/049114cce0254e56b7017637e04ddf88/the-norwegian-child-welfare-act.pdf

Lov-1998-07-17-61 no. 61 relating to Primary and Secondary Education and Training (the Education Act) available at https://www.regjeringen.no/contentassets/b3b9e92cce6742c39581b661a019e504/education-act-norway-with-amend-ments-entered-2014-2.pdf

PUBLICATIONS IN NORWEGIAN

Berg, B., og Tronstad K. R., Levekår for barn i asylsøkerfasen, 2015, NTNU Samfunnsforskning, available at https://www.bufdir.no/Global/Barnevern/Kunnskap/Laevekar_for_barn_i_asylsoekerfasen.pdf

Berg S. L., Bjørnstad R., Gran B., Fredrik B. K., Sønsterudbråten S, og Kristian T. Kindt K. T. Kostnader ved mangelfull utdanning av asylsøkere og flyktninger, 2016, Samfunnsøkonomisk analyse Rapport nr. 32-2016, https://www.regjeringen.no/contentassets/4c9b4ba08bc24e14bd1f5bd4d26e9564/r32-2016-samfunnsokonomiske-kostnader-ved-at-asylsokere-og-flyktninger-far-mangelfull-grunnopplaering.pdf

Liden, H., Holst Salvesen C., De sa du må, Mindreåriges erfaringer med menneskehandel, 2016, Institutt for Samfunnsforskning; på oppdrag fra Save the Children, Rapport 2016:09, available at http://samfunnsforskning.no/Publikasjoner/Rapporter/2016/2016-09

Paulsen V., Michelsen H., and Brochmann M., Barnevernets arbeid med barn i asylsøkerfasen: Faglige utfordringer og barrierer i mottaksapparatet, 2015, NTNU Samfunnsforskning 2015 – på oppdrag fra Save the Children Norway, available athttps://samforsk.no/Sider/Publikasjoner/Barnevernets-arbeid-med-barn-i-asyls%C3%B8kerfasen--Faglige-utfordringer-og-barrierer-i-mottaksapparatet.aspx

Tyldum G., 2016, Oppfølging for mulige mindreårige ofre for menneskehandel i Norge, Fafo-notat 2016:09, available at http://www.fafo.no/images/pub/2016/10233.pdf

”I would like the media to know that if someone thinks it is easy to come here, they do not understand how difficult it is in countries like Somalia and Syria.”

Visitor address:Save the Children NorwayRedd BarnaStorgata 38, 0182 Oslo

Postal address:Save the Children NorwayP.O. Box 6902, St. Olavs plassN-0130 Oslo

Tel: +27 22 99 09 [email protected]

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