ITE session

Understanding the experiences and needs of refugee children and young people

AimsTo increase awareness of diverse

backgrounds and experiences of refugee children and young people

To develop understanding of how the well-being of refugee learners may be affected by their experiences and circumstances

To consider how schools can fulfil their duties to safeguard and promote well-being

‘Home to Home’ animations made by

young asylum seekers in Canterbury:

Kamran’s StoryComing to EnglandOur CountrySmall Rabbits

Pre-session activity discussion feedback

Activity 1

Refugee Kids

Activity 2

Who are refugees?

Definition of refugeeA refugee is someone who has had to

leave his or her country and who is afraid to return there ‘owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion.’(1951 UN Convention relating to the Status of Refugees)

A person with refugee status is protected from being returned to their country of origin

Asylum seekersAn asylum seeker is a person who

has crossed an international border and is seeking safety or protection (recognition as refugee) in another country

An asylum seeker is someone who declares themselves to be a refugee but whose claim has not yet been determined

Unaccompanied asylum seeker childrenChildren under 18 years of age

who are outside their country of origin and not accompanied by a close relative

Every year around 3,000 unaccompanied children, aged 17 or under, apply for asylum in the UK

World Refugee Survey 2008

More than 14 million refugees in the world 1 million people fled their homelands in 2007 Iraq is the source of most new refugeesAlmost two-thirds of all the world’s refugees

are found in just two regions: the Middle East and Africa

The least developed countries in the world host the majority of the world’s refugees - over 90% live in Africa, the Middle East, and South and Central Asia

Under 4% of the world’s refugees live in Europewww.refugees.org

Asylum applications in Britain24,000 asylum applications in 2007Applications have fallen by more than 70%

since 2002Countries accounting for most applicants in

2007 were Afghanistan, Iran, China, Iraq, Eritrea,Somalia and Zimbabwe and - all countries in conflict or where there are human rights abuses

Highest numbers of unaccompanied asylum seeker children came from Afghanistan, Iraq, Iran and Eritrea

Refugee children in schoolAn estimated 100,000 school-age

refugee children in the UK65% live in Greater LondonAt least 6% of London schoolchildren

are from a refugee backgroundThe largest group of children are from

Somalia

Refugee children are a diverse groupDiversity of languages, cultures and countries of

originThey have different experiences of persecution and

journeys to safetyTheir exile experience in the UK are also very

variedLike adults, children vary in how they cope with

adversityMost refugee children are highly resilient despite

their experiences Important to avoid stereotypes and generalisations

A model of refugee children’s adaptation and developmentRefugee children need to adapt to abrupt and

major changes in almost all aspects of their livesKey feature of model is distinction between

Pre-migration factors Trans-migration factors Post-migration factors

At each of the three phases there can be dramatic tensions due to ‘atypical’ conditions which impact on the child

Educational interventions for refugee Children: Theoretical perspectives and implementing best practice (2004)

Richard Hamilton and Dennis Moore

Model of refugee adaptation and development

Post-migration ecology

Trans-migration ecology

Pre-migration ecology Educational Interventions for Refugee ChildrenRichard Hamilton and Dennis Moore (2004)

Activity 3

Experiences and transitions

Pre-migration experiencesViolent death of parent or family membersWitnessing murder, torture or injurySeparationChild soldier activityBombardments/shellingWitnessing parent fear and panicPhysical injuriesScarcityDisruption of normal routines and functioning of

society (such as health services, schools etc)

Trans-migration experiences

Transitions through several countriesLong and often dangerous journeysSeparation for parents and other family

membersRefugee campsRisk of exploitationSettlement and schooling in other countries

before arrival in UK

Post-migration experiences

Family stressLoss of status Asylum seekers banned from workingAsylum processPoor quality and overcrowded housingRacism and public hostility towards asylum seekers IsolationSome families at risk of being detained in

immigration removal centresDifficulties in accessing services, including health

services and school

Summary of interacting factors, both past and currentthat affect refugee childrenÕs wellbeing

PAST EXPERIENCES ASYLUM STATUSloss and separation HEALTHoppression/violence

AGE AND ISSUESDEVELOPMENT OF

IDENTITY

CHILDFRIENDS

SCHOOL FAMILYprogress in learning past experiencessocial relations SOCIAL family tensionssupport in school housing changes in

poverty status and roleswork attitudes tosafety integrationracism generationalcommunity links issues

In the midst of the whirlwind (1998) Naomi Richman

Every Child Matters outcomes

Being healthyStaying safeEnjoying and achievingMaking a positive contributionAchieving economic well-being

How Am I Different - Seeking Asylum

Activity 4

Barriers to achieving ECM outcomes

The importance of school

“It is no exaggeration to say that refugee children’s wellbeing depends to a major degree on their school experiences, successes and failures....School policies are a powerful tool for helping refugee children feel safe and normal again, and begin to learn.”Naomi Richman, In the Midst of the Whirlwind - a manual for helping refugee children, 1998

Starting again (2002)Research undertaken by Save the Children

and Glasgow City CouncilMore than 700 young asylum seekers from

27 schools were questionedMore than 75% ranked school as the best

thing about living in GlasgowChildren and young people said that going to

school helped the to feel normal, make friends and learn English

Children and young people also said it was easier to make friends at school than in the community where they live

Things that refugee young people say help them

Having friendships and people to trust Caring, supportive and friendly teachers who are

confident and interested in teaching children and young people from diverse backgrounds

Being included in all activities Opportunities to do activities with refugee and non-

refugee peers, both in and out of schoolBeing in a school that values and celebrates other

cultures

School and local authority responsibilitiesRefugee children should be given the same

opportunities as all other children to access education

Local authorities have a legal duty to ensure that education is available for all children of compulsory school age in their area. This duty applies irrespective of a child's immigration status

There is a statutory duty on schools to safeguard children and to promote their well-being (Education Act, 2002)

School and local authority responsibilitiesSchools must not discriminate against refugees

and have a duty to promote good relationships between children from different backgrounds (Race Relations Act, 1976 and Race Relations (Amendment) Act, 2000)

Schools have a duty to promote community cohesion (Education and Inspections Act, 2006)

Local authorities must promote the educational achievement of looked after children (children in care), including unaccompanied asylum seeker children

School and local authority responsibilitiesThe National Curriculum (2000) sets out the

entitlement to the curriculum for all pupils. The statutory NC inclusion statement offers three key principles for developing an inclusive curriculum: responding to pupils’ diverse learning needs setting suitable learning challenges overcoming barriers to learning

QTS standardsQ18: Understand how children and young people

develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.

Q21 (a): Be aware of the current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people.

Q21 (b) Be able to identify and support those whose progress, development or well-being is affected by difficulties in personal circumstances.

Further activityPrepare a short PowerPoint presentation on

the lives and experiences of one group of refugee children in the UK. Include: Information on the country of origin Information about language, culture and

beliefs Information about particular needs they

might have Some suggestions for how teachers can

support them, including useful resources