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In January, a month before the invasion of Ukraine, Atwal heard about a large number of refugee children housed in a bed and breakfast nearby. “We see groups of refugees in the press, but every child has their own story.” “Many children who have fled a country come from very educated backgrounds,” he says. Some will be very quiet at first, taking it all in, “but that doesn’t mean they don’t feel safe”.Įveryone wants to volunteer to buddy a new pupil, says Kulvarn Atwal, head of Uphall primary, in Ilford, Essex. If a child does not speak much English the adviser will use picture cards showing an angry face and ask: “Do you ever feel like this?”Ītwal emphasises that each child needs to be treated as an individual. Uphall employs an emotional literacy adviser, who helps children who may have suffered trauma. If they walk into a classroom and children are fighting to look after them they love that.”
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“As soon as they get here, we give them a buddy, another student, who supports them all day long,” says Atwal. How do teachers manage to help such children to adapt and make progress? The education secretary, Nadhim Zahawi, himself arrived aged nine from Iraq speaking no English. He says he also wanted “to send an important message to our children that we are doing something”.įor children who arrive speaking no English, often after traumatic experiences, starting a new school in a new country is daunting. For some schools, particularly in rural areas, it could be their first experience of teaching refugees.Ītwal has told his local council he will take “as many Ukrainian children as possible”, to Uphall primary, his school in Ilford, where 60 languages are spoken, to make use of the school’s experience. As the summer term begins, many schools are preparing to welcome children who have fled Ukraine after the Russian invasion.