This article has been published by the European Commission.

Schools in Europe react to the Russian invasion of Ukraine

Classrooms and school administrations across the continent have mobilised to express solidarity with Ukraine, and teachers have undertaken to answer pupils’ questions. This article highlights some commendable ideas and practices.

Expressing solidarity

European schools have been making donations of money, food, clothes, medicine, and school equipment to Ukraine. In some cases, the funds were raised by sales of baked goods or handmade items (such as jewellery) and accompanied by cards written by the pupils.

There have also been many symbolic gestures of solidarity. Pupils and staff have sung Peace on Earth or Imagine, gathered together to form the peace symbol, read anti-war poetry, lit up classrooms in the colours of the Ukrainian flag, or created an anti-war ‘corner’.

2nd Primary School of Lavrio, Greece – text reads “No to War”

Embracing Ukrainian pupils

European schools have opened their doors to Ukrainian refugees, like the Footprints preschool in Dublin, Ireland, which has offered free places to children fleeing the ongoing conflict. Many European countries are preparing for Ukrainian refugee children to enter their education system. Poland for example, which is receiving the largest numbers of refugees – including hundreds of thousands of school-age children – is taking special measures to help them acclimate, including setting up preparatory units, and securing intercultural assistants and school psychologists.

Countering stigmatisation

On the other hand, teachers caution that the war might cause pupils of Russian and Belarussian origin to be excluded or stigmatised in school. To counteract this, educators should challenge possible preconceptions as soon as possible. They should also frame the war as something perpetrated specifically by the Russian leadership and military, and make it clear that the Russian people are suffering from it, as well. School psychologists can step in to help, if needed.

Encouraging student activism

Pupils and school staff are participating in anti-war protests in large numbers, often with the support of their school administration and local government. In Germany, for example, Hamburg’s approximately 250,000 pupils were given time off by their Minister for Schools to take part in the Fridays for Future protest (article in German).

Talking about war

Before class and during breaks, the school yard is almost certainly abuzz with news about the crisis in Ukraine. Teachers can dedicate some of their lesson time to answering pupils’ questions and concerns. Ignoring the subject might only amplify the existing ‘noise’ as pupils continue to bounce ideas off each other.

Here are some approaches that have proven successful.

Listening and reassuring: Find out what pupils already know, and let them convey their questions, fears and uncertainties. Clarify that it is normal to be worried and to lack some answers, but try to put their imaginary scenarios in perspective.

Sharing good sources: Disinformation is running rampant, especially on platforms popular among young users, like TikTok and Instagram. Teachers can present some reliable alternatives, lay out the facts and reconstruct the context of the conflict. The news can even be used as a springboard for a lesson on media literacy and disinformation. The European Commission has created a page EU solidarity with Ukraine, including its actions on countering disinformation.

Seeking support from colleagues: An email by the school administration encouraging teachers to talk about the topic in classroom can go a long way toward boosting their confidence, and a list of pupils’ FAQs with possible replies and resources can lighten their burden. Teachers may also get advice from colleagues or involve the school psychologists in classroom discussions. Some pupils might feel more comfortable talking to their peers: in these cases, the student representatives can intervene.

Seeking support outside school: Other educational stakeholders have offered their support to schools. In Belgium, for example, one school collaborated with the Ukrainian Embassy to receive children’s books on Ukraine that were made available in the school’s library; and in the Netherlands, schools received a brief from TerInfo of Utrecht University with guidelines on how to explain the situation to pupils (article in Dutch).

If you are a teacher, we encourage you to create solidarity videos – with or without your pupils – to send to your National Support Organisation.

Source: https://www.schooleducationgateway.eu/en/pub/latest/practices/schools-react-ukraine-invasion.htm

Online platforms and resources in Ukrainian

Online educational resources in Ukrainian: schooling in Ukraine under adverse conditions: Since 14 March, schooling has resumed in most regions of Ukraine with the help of distance learning. Ukrainian students both inside and outside the country can access educational online material in Ukrainian.

School education and solidarity in times of crisis

Schools in Europe react to the Russian invasion of Ukraine: Classrooms and school administrations across the continent have mobilised to express solidarity with Ukraine, and teachers have undertaken to answer pupils’ questions. This article highlights some commendable ideas and practices.

Protecting education from attack in armed conflict: Even in a conflict or war, upholding the right to education, and refraining from harm to children, education personnel or schools is fundamental. There are several international efforts for protecting education during armed conflict and other emergencies.

Background on the Ukrainian education system since 2016: An educational reform that began in 2016 has brought many changes to Ukraine’s education.

Refugee education

Compendium of inspiring practices on inclusive and citizenship education: This compendium presents a comprehensive range of inspiring practices aiming to provide ideas and inspiration for policymakers and practitioners who strive to improve the inclusiveness of education and training systems across the EU. It additionally intends to contribute to developing the growing body of evidence on the importance and added value of inclusive education. (2021)

Inclusion of young refugees and migrants through education: The Thematic Fiche on Inclusion of young refugees and migrants through education was produced by the members of the ET 2020 Working Group on Promoting Common Values and Inclusive Education. (2020)

PAESIC resources for teachers and school leaders: PAESIC (acronym for Pedagogical Approaches for Enhanced Social Inclusion in the Classroom) is KA2 Erasmus+ project designated with the purpose of supporting primary school teachers in enhancing social inclusion in the classroom, particularly students of refugee and migrant backgrounds. (2020)

Education Talks: Metrolingualism, superdiversity and European classrooms: Have you ever heard of metrolingualism and superdiversity? And do you know what it takes to teach a multilingual classroom? Expand your knowledge in this interview with Thomas Fritz, head of lernraum. wien, institute for multilingualism, integration and education. (2018)

Migrants in European schools: learning and maintaining languages: Supporting newly arrived migrant children to master the language of schooling alongside maintaining and further developing their personal linguistic repertoire is key for their successful reception and integration, as well as successful teaching. (2018)

Preparing teachers for diversity: the role of Initial Teacher Education: Even though the diversity found in European societies is not a new phenomenon, its nature is rapidly changing. Europe is becoming increasingly diverse due to intra-European mobility, international migration and globalisation. (2017)

Please feel free to browse School Education Gateway for further relevant information using the tag ‘migrant students’.

Interact with other teachers

Join eTwinning, the online community for school staff (teachers, head teachers, librarians, etc.) to communicate, collaborate and share. eTwinning supports Ukrainian teachers and students, for example through specific discussion groups on integrating migrants and refugees at school, and by sharing community-driven solidarity and supporting activities for Ukrainian teachers and students.

Resources to support teaching and learning: English as an  Additional Language  

Title:  

Up and Away - A resource book for English language support in primary schools by Integrate  Ireland Language and Training (2006)

URL link:  

https://ncca.ie/media/2472/up_and_away.pdf

Description: 

A resource for teachers of children for whom English is an additional language. Up and Away presents practical advice and classroom activities for teachers in primary schools. 

Title: 

Primary School Assessment Kit by Integrate Ireland Language and Training (2006)

URL link:  

https://ncca.ie/media/2172/primary-school-assessment-kit.pdf

Description  

This is an English language assessment pack developed by Integrate Ireland Language and Training  (IILT).

Title:  

Exploring Linguistic Diversity

URL link:  

https://curriculumonline.ie/getmedia/668765cb-2898-4b97-82ef-786785bf9fd4/Exploring linguistic-diversity.pdf

Description: 

This resource presents a range of language learning experiences, practical classroom activities,  and whole-school approaches to promoting linguistic diversity. 

Title:  

Developing Functional Language and Literacy Skills for the Child Learning English as an Additional  Language

URL link:  

https://curriculumonline.ie/getmedia/e2898f60-e1f1-4806-aefd-d7df1dceba1e/Developing Functional-Language-and-Literacy-Skills-for-the-Child.pdf

Description:  

This resources provides practical suggestions to support the development of functional language  and literacy skills for child learning English as an additional language. 

Title:  

Supporting the Development of Language Awareness 

URL link:  

https://curriculumonline.ie/getmedia/07b269d8-cc25-431b-bb50-be87172fa172/Language Awareness.pdf

Description:  

This resource outlines the opportunities that exist to support language awareness across  languages in the primary school classroom. 

Title: 

English as an Additional Language in Irish Primary Schools 

URL link:  

https://ncca.ie/media/1794/english_as_an_additional_language_in_irish_primary_schools_guidel ines_for_teachers.pdf

Description:  

This guidance assists teachers in meeting the language and learning needs of the child  for whom English is an additional language in primary schools.

Title:  

Intercultural Education in the Primary School – Guidelines for Schools (Chapter 7 - Language and  Interculturalism) 

URL link:  

https://www.curriculumonline.ie/getmedia/236745b0-a222-4b2a-80b1- 

42db0a3c7e4c/Intercultural-Education-in-Primary-School_Guidelines.pdf

Description:  

Chapter 7 of this guidance document focuses on how schools can support EAL learners and create  inclusive multilingual classroom environments. 

Title:  

The Primary Language Curriculum 

URL link:  

https://curriculumonline.ie/getmedia/2a6e5f79-6f29-4d68-b850-379510805656/PLC Document_English.pdf

Description:  

The principles on page 35 of the Language Curriculum may be helpful. While these are based on  learning Irish as a second language, the same principles apply for English as L2. 

Classroom Resources

Credit: https://www.learningresources.co.uk/ 

Програмування з Botley Coding Activity Sheets

Розмалюйте бджілку за цифрами! Colour By Number

З’єднайте крапки, щоб намалювати динозавриків - 1 Connect the Dots

З’єднайте крапки, щоб намалювати динозавриків- 2 Connect the Dots

З’єднайте крапки, щоб намалювати динозавриків- 3 Connect the Dots

Великодній кошик Розмальовка Spring Colouring

Великодній лабіринт Spring Maze

Вивчення цифр Practising Numbers

Вивчення фігур Practising Shapes

Веселі лінії Tracing Lines

Маска для обличчя кролика Rabbit Mask

Розмальовка русалки Mermaid Colouring

Гра з почуттями Game with Feelings

Фігури та візерунки Shapes and patterns

Розрахуй. Додай цифри, яких бракує 2 Add the Missing Numbers

Розрахуй. Додай цифри, яких бракує 1 Add the Missing Numbers

Розглянь кожне число та округли до десятка Round to Ten

Полічи ведмедів Counting

Поглянь на малюнок Counting

Пінгвіни на льоду Penguins on Ice

Накресли модель неправильного дробу Fractions

На основі блоків запиши приклад на додавання Addition & Subtraction

Математичний лабіринт 2 Math Maze

Математичний лабіринт 1 Math Maze 

Малюємо фігури Draw Shapes

Лічимо яскравих рибок! Counting

Лічимо овочі  Counting

Лічимо з апельсинами!Counting

Літні візерунки Patterns 

Використовуй двокольорові фішки Addition

HanВикористовуй рамки для розв'язання Subtraction

З'єднуємо протилежності  Opposites

Активність обличчя та емоцій Faces & Feelings

Більше, менше, ніж Greater or Less Than

Вивчаємо час із годинником Током Learn to Tell The Time

Від найменшого до найбільшого Least to Greatest 

Віднімання з полуницями Strawberry Subtraction

Гра З'єднуємо кавуни Watermelon Matching Game

Десятинна система числення (9-10 років) Base Ten

Десятки та одиниці Place Value

З'єднуємо крапки Draw the Shape

З'єднуємо число з клубком Match the Wool

їжак Spike the Fine Motor Hedgehog

Лічимо та з'єднуємо Count & Match

Лічимо та пишемо Count & Write 

Множення 9-10 Multiplication 

Що це What is that?

Що ти відчуваєш сьогодні Emoji Feelings Chart 

Розфарбуй свій ідеальний торт Colour your perfect cake!

Credit: Twinkle

Focus on their wellbeing. 

It is extremely difficult for us to truly understand the difficulties that have been experienced and will continue to be traumatic for refugees, but we can try our best to support children and their families upon their arrival. We have put together a collection of resources that may go some way to support you in your preparation of International New Arrivals, including:

1. FREE! - Welcoming Refugees and Asylum Seeker: Adult Guidance

2. Top 20 Strategies to Support Children Learning EAL who are New to English

3. FREE! - 10 Top Tips for EAL Coordinators.

It is important to remember that children and families who are arriving as International New Arrivals will need a huge amount of support, readjustment and transition. Not only will they be adjusting to living in a new country, they may be learning English as an Additional Language as well as adapting to a completely new culture. It is likely that children will have had no education following displacement and will have followed a different curriculum in their home country.

10 Top Tips for EAL Coordinators

Pastoral and wellbeing support will be paramount and should be central to the transition and adjustment of International New Arrivals; the development of trusting relationships is key. We have created transition passports, suitable for both Younger Learners and Older Learners, which can be translated into dual-languages to ensure accessibility and allow nurturing and supportive relationships to be developed with children and families. 

Social Situations are a great way to help children understand their current situation and we have developed International New Arrivals: Living in a New Country Social Situation and International New Arrivals: Older Learners: Living in a New Country Social Situation as well as Older Learners: I am New to Learning English Social Situation to support their understanding. These can also be translated into dual-languages. 

International New Arrivals: Older Learners: Living in a New Country Social Situation

Support the pupil and their family as a whole. 

Once the children in your setting have arrived, you may find our International New Arrivals (INA): Pupils Starter Pack 1 and EAL Intervention Pack: Survival Vocabulary useful in helping them understand basic survival vocabulary, if they are new to learning English.

Similarly to the Pupils Starter Pack, the Families Starter Pack may also be useful in supporting families who are new to the country too. 

It may be useful for children who speak English as their first language to learn some key words in dual-languages to support relationship building with new International New Arrivals. Our dedicated dual-language area can support the teaching and learning of keywords in new languages. 

International New Arrivals: Younger Learners EAL Intervention Pack: Survival Vocabulary

Perhaps the children within your setting may benefit from some guidance on how to ensure they are supporting the transition of International New Arrivals - our My Friend is New to Learning English PowerPoint could help. 

How Can I Support the Children to Understand Distressing Current Affairs?

Away from the conflict zone, children are understandably upset by the news and are asking questions about the conflict and its impact. As a parent or educator, you know your children best of all and the best approach to take to help them to understand what’s happening. But to support you with this, we have a range of materials which explain, in a child-friendly way, how to deal with upsetting events. 

Due to the sensitive nature of this subject, we would advise that parental consent is sought prior to any discussions with children about this, or other conflicts.

* New * Free Coping with Upsetting News Guidance and Resource Pack

If you choose to use resources to deliver teaching around understanding sensitive topics, we have created a range of resources to support you. Our * New * Free Coping with Upsetting News Guidance and Resource Pack contains presentations and activities for KS1 and KS2 and helpful adult guidance to support educators, parents/carers and children who may be processing difficult emotions.  Our SEND resource pack, which includes a presentation and activities to support the understanding of distressing news with learners with Special Educational Needs or Disabilities. 

Do You Have Any Support for Parents to Discuss Distressing News?

Parents may wish to discuss these topics further at home. Our adult guidance resources for Younger Learners and Older Learners can be downloaded and used by parents within the home or sent out from school/settings to support parents in addressing tricky subjects that their child may have heard about. 

Read our blog which lists books that highlight books that may be suitable for prompting discussion around seeking refuge, including Zafur's Journey’s Resource Pack.

International New Arrivals: Zafur's Journey Resource Pack

How Can I Protect Children’s Wellbeing As Well As My Own?

It is vitally important to protect your own wellbeing when discussing sensitive topics with children and young people. Our team has created a guidance document for protecting adults' wellbeing when dealing with distressing events. 

If you, your child or the children within your setting need some time to process emotions around sensitive topics, such as those within the news, our Charlie Mackesy: Feelings Cards, Charlie Mackesy: Colouring Pages or Mindfulness Breathing Activity Pack may help. 

Charlie Mackesy: Feelings Cards

​

Children are among the most vulnerable in society and the devastating impact of war can last a lifetime. Access to education is a fundamental human right and we must collectively do everything we can to protect it. 

Our thoughts are with the people of Ukraine and everyone affected by conflict across the world. 

Read More: 

Children’s Books About Refugees

How Can I Talk About Current Affairs with my Class?

How to Record News Reports In The Classroom With Twinkl Newsroom

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

Literacy

• Primary - https://pdst.ie/primary/literacy/eal

• Post Primary - https://pdst.ie/post-primary/literacy/eal 

Post-primary

EAL Post-Primary  

Assessment Kit 

developed by IILT

Interactive PDF. The language proficiency tests are intended for use across  both junior and senior cycles. 

https://ncca.ie/media/3306/eal-fv_1.pdf

Post-Primary  

Intercultural Guidelines 

PDF 

English for Junior Certificate (pp 64-66) makes no mention of EAL, concentrates  on intercultural themes and texts, but includes: A detailed audit of the  opportunities for including intercultural themes in English as well as sample  lessons can be found on the CD-ROM and at www.ncca.ie. 

Section on Modern Languages (p70) includes: When students are discussing  intercultural issues in the target language, they may have difficulty in  expressing complicated ideas or responses. However, the very struggle to  express themselves will sensitise students to the difficulties which may be  experienced by non-native speakers of English now living in Ireland. If there are  non-native speakers of English in the class, a language class can also provide the  proverbial level playing field, where English-speaking students are not  automatically at an advantage as they may be in, say, a history or geography  class. 

Similarly, Assessment of Students Upon Entry to School (pp99-100) The final section of the Guidelines, Language and Interculturalism (p104-111)  deals explicitly with EAL and provides general guidance along with a list of  Further Supports. 

https://ncca.ie/media/1976/intercultural_e ducation_in_the_post-primary_school.pdf

Post-Primary English  Guidelines for Students  with Mild general  

learning disabilities

PDF while not intended for use as support for EAL, it does contain a suite of  Exemplars (pp 9-67) which would be suitable for second-language learners and  are linked to elements of the Junior Certificate English syllabus, and potentially  to Junior Cycle English.

https://ncca.ie/media/2497/pp_eng.pdf

Information is being kept up to date on https://www.gov.ie/en/campaigns/bc537-irelands-response-to-the-situation-in-ukraine/?referrer=http://www.gov.ie/Ukraine/ in English, Ukrainian and Russian.

Children arriving from Ukraine to Ireland at this time are beneficiaries under the Temporary Protection Directive. This directive assures their right to education in the public education system, along with other rights, for a temporary period, on the same basis as EU citizens. Once children receive their permission letter confirming  they have been granted Temporary Protection under the EU Directive they are entitled to seek employment or self-employment and vocational training education activities in Ireland.

Some key links are as follows:

• Accommodation, International Protection Accommodation Service of the Department of Children, Equality, Disability, Integration and Youth, IPAS Helpdesk at ipasinbox@equality.gov.ie  

• Department of Social Protection: For PPN and Welfare Allowances. Local Intreo Centre or Branch Office

• Healthcare Information and other resources about public healthcare services at www.hse.ie/ukraine . This information will be available in English, Ukrainian and Russian.

Please click on the links below for useful resources developed/provided by Tusla in Clare.