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ASSIGNMENT
Research if there are any organisations working with refugees in your community. Post a reflective piece (150 words minimum) on the forum as a reply to this post, on how your school and students could take action to support refugees or welcome them to the community.
Please also comment on at least one other participant’s post.
Think about School Self-Evaluation (SSE) and how Development Education can feed into SSE.
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Resettlement Programme
Meath County Council is currently participating in Ireland’s Resettlement Programme, which is being co-ordinated by the Office of Irish Refugee Protection Programme (IRPP), Department of Justice & Equality.
The Resettlement Programme is designed to offer protection to persons who have fled their country of origin, and sought protection in another country.The Department of Justice & Equality has responsibility for making arrangements for the transfer of resettled refugees to Ireland, identifies and prepares receiving communities, and coordinates arrangements for the long term integration of the resettled refugees. Local Authorities have been asked to fulfil a coordination role at local level, including the provision of housing supports and the facilitation of local Interagency Working Groups. The role of the Working Group is to ensure that the required services are available at a local level when refugees are resettled within a county.
Meath County Council is one of a number of Local Authorities assisting with the programme during the period 2018-2019.
In order to ensure the successful resettlement of families into local communities, Resettlement Support Services, which are funded by the European Union Asylum, Migration & Integration Fund via the Department of Justice & Equality, are provided to assist with their resettlement and in meeting their needs for the first year.
A pupil came to our school this year. 12 years old. From Afghanistan. Arrived in Ireland on a container with his younger brother. No parents or other family…he witnessed them shot and ran…strangers put him on the container. He was found on the side of the road in a town outside Dublin…homeless, hungry etc. a lovely family fostered him and brother…he had no English. He arrived in our school in sixth class. He had never been to school before. Omg what a success story he is!!!! Fluent English now, made so many friends, loves his foster family, our school and everything Ireland has to offer. He will never return and I know he is destined for huge success in his future..so bright,hard working and ambitious for the future. I have never seen a child as driven. We all loved him and were so sad to see him off to secondary school.
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Thank you so much for sharing this incredibly moving story. It really highlights the resilience of children and the transformative power of a supportive school community. Stories like this show that schools are often doing so much more than just teaching academic subjects—we’re providing stability, safety, belonging, and hope for children who have experienced unimaginable trauma.
It’s true that schools don’t always get the credit they deserve for the quiet, everyday work they do to support refugee and asylum-seeking students. So many people in school play a role in helping these children settle, feel welcome, and believe in a brighter future. Your school clearly did an amazing job supporting this student—not just in learning English, but in rebuilding trust, connection, and confidence.
This is the kind of success that SSE should shine a light on—measuring not only academic outcomes but also wellbeing, inclusion, and student voice. Thank you again for sharing—it’s truly inspiring.
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What an uplifting story that is Orla. I’ve actually done the novel with my class called ‘Parvana’ which tells the story of the war in Afghanistan and the persecution they’ve had to suffer. It just shows you how much emphasis they put on their education in countries like this when it is not a given that they are granted the opportunity to avail of it.
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Red Cross work in my area with Ukrainians who have came to Ireland since the war broke out. We have many children in our school who have came from Ukraine. The Red Cross has helped them access accommodation and supported them in integrating into the local communities. Our school and community have taken many actions to help all families feel very welcome and integrate into our school communities. We have English classes in the evenings for parents to come along to. We have translated all of our newsletters and any information into Ukrainian. We have set up a buddy programme where children are buddied up and helped throughout the day. We had a whole school gathering to welcome the new students and their families and we hosted a bake sale to include everybody and to allow parents and children to mix together to build up relationships with each other. We also have many other students from other countries and we ask all pupils to share information about their culture and we held a cultural day where every student could bring in food, dress in their traditional dress and showcase any talents.
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Laura,
This is a truly heartwarming and inspiring reflection. It’s clear that your school has gone above and beyond to support Ukrainian families and foster a strong sense of belonging for all students. The buddy programme, cultural day, and translated resources show genuine care and commitment to inclusion. Well done to everyone involved!
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This is such a valuable and compassionate initiative. It’s encouraging to see Meath County Council actively participating in the Resettlement Programme and supporting families who have experienced displacement and trauma. The coordinated approach between the Department of Justice, local authorities, and community services is essential to ensure these individuals are not only welcomed but also supported in building a new life in Ireland.
The emphasis on long-term integration and the formation of Interagency Working Groups shows real commitment to providing a holistic support system—covering housing, education, health, and social services. Community involvement will be key to creating a welcoming environment and promoting inclusion and understanding.
Initiatives like this strengthen not just the lives of resettled refugees, but also our communities as a whole—fostering empathy, diversity, and shared responsibility. Well done to all involved.
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Thank you for sharing such a positive story about the 6th class boy. This is amazing he is doing so well and is so motivated considering what he has gone through, it just highlights the importance of being open and supportive to people who were forced to flee their home country. Wishing him much success in the future.
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In my local area Mountain Park and the Clondalkin Intercultural Centre work with refugees. The centres are daytime hubs for refugee, asylum seeker and migrant communities living in South County Dublin. They both offer conversational English language classes, in addition to regular ESOL classes – catering to the English language training needs of almost 40 students each day. The centres also run several weekly drop-in, advice and support clinics for refugees and asylum seekers.
My school could have more international days to celebrate culture, bring more parents in to share stories etc – we used to do a lot more of this before covid. We could translate school reports and newsletters. We could have a map in the main reception area with a pin for all the different regions the children in our school come from. We could have hello/welcome translated into all the different languages of the kids in our school. Lessons on migration are so important. I loved watching the video of the 5th class students in this module and watching their learning at the end of the lesson. The empathy they had was lovely to see. I will definitely be sharing these lessons with my staff when I go back to school. Buddy lunch sessions with children from different countries would be nice. Picture books are an invaluable resource to raise awareness. Using google translate tool can help children struggling with English language and make classwork more accessible to them.
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From searching online, Bray and nearby areas are home to several organisations supporting refugees, including Glencree Centre for Peace and Reconciliation, the Irish Refugee Council, Tiglin’s Loreto Centre, and the Bray and North Wicklow Ukrainian Community Centre. As a school, we could take meaningful steps to support these efforts and welcome refugee families into our community.
One idea is to start a student-led English conversation group in partnership with the Ukrainian Community Centre. As well as suddenly being displaced, not knowing the language of the new country can be daunting. Conversation groups would give both students and refugee participants a chance to learn from each other and build confidence in spoken English.
Students could organise cultural exchange evenings where families share music, food and traditions. In our school we run an Intercultural Fortnight each year.
This could be linked to our SSE plan under the Wellbeing and Inclusion themes. By integrating refugee support into initiatives that promote empathy, respect, and community engagement, we’d be helping to foster a positive school climate. Language groups, cultural events, and donation drives could be included as evidence of student voice, active citizenship, and inclusive practices in both SPHE and the wider school environment if Student Council helped to organise & run.
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Orla, thanks for sharing the story of your sixth class pupil with us. It was heartwarming to hear the love and support he has received since arriving in Ireland, however it really brought home to me the level of trauma that the refugee children coming in to our schools have experienced and how there is a real need for further training and support to help teachers and staff support children who have experienced such trauma.
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I teach in a Gaelscoil so therefore I find we do not have children from other cultures which is a pity in my opinion. However, ur school is ideally placed to become a real hub of welcome for refugee families in Cork.
Perhaps we could partner with Nasc or the Cork Migrant Centre to host visits from refugee children. This may happen during English clubs, gardening days, or sharing cultural activities. It would be so lovely for our students to learn about life in other countries while working side by side with new classmates.
I just learned through research that we could also support the Cork City of Sanctuary by creating a “School of Sanctuary” group. This involves students leading initiatives like poster campaigns, reading buddies, and cultural celebrations. This might include preparing welcome packs, hosting intercultural story circles, or showcasing artwork in the school foyer.
By doing this, our students not only learn empathy and respect—they take real action, creating friendship and belonging in their own community. These small steps could show the children the differences they truly can make.
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I found that South Dublin County Council (SDCC) operates a Community Response Forum and supports refugees through its Local Authority Integration Team (LAIT). These teams work closely with local services and organisations to support the education, housing, and well-being of refugees and asylum seekers. Groups such as JRS Ireland, the Irish Refugee Council, and Crosscare Migrant Project also offer integration programmes, legal advice, and education supports in the South Dublin area.
In our school, we could take meaningful action by joining the Schools of Sanctuary initiative and building awareness around refugee experiences. Pupils could create digital welcome messages using tools like Book Creator or Seesaw, and we could invite guest speakers with lived experiences to foster empathy. Our students could run awareness campaigns, organise fundraising events, or start a school garden project with a focus on inclusion.
By working on local initiatives and engaging with community groups, our school can promote inclusion, kindness, and intercultural understanding—giving children the opportunity to take real action in support of refugees in their community and beyond
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Hi Louise,
Great to hear about the work being done by South Dublin County Council’s Community Response Forum and the Local Authority Integration Team (LAIT) in supporting a holistic approach for asylum seekers and refugees. As you’ve outlined, organisations like JRS Ireland, the Irish Refugee Council, and the Crosscare Migrant Project are also key parts of the support network that schools can connect with.
I wasn’t aware of the Schools of Sanctuary initiative, it sounds like a fantastic way to build awareness and empathy among pupils. I also really liked your suggestions for creating digital welcome messages, hosting guest speakers, running awareness campaigns, and even starting an inclusive garden project. What you’ve outlined is a great example of how schools can take meaningful action to promote inclusion and understanding.
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We could organise a Welcome Workshop and invite a representative from LAIT or the Fr McGrath Centre to speak about refugees’ journeys—students can prepare questions and follow up with art or storytelling projects. We could also partner with Failte Isteach: students could volunteer as conversation buddies, helping newcomers practise English through games, reading, or lunchtime chat. Our school could host a multicultural event by inviting refugee families to share food, music, crafts or games from their cultures. Sixth-class pupils can lead the organisation, create posters or presentations, and act as hosts—promoting intercultural respect and friendships. Finally our school could organise donations of books, school supplies, sports kits or winter clothing, working with a Kilkenny leader or Library to distribute locally.
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Hi Orla,
What an inspiring story—it really highlights the incredible strength of these two remarkable people. To think of everything that they went through at such a young age and yet, with the land the support of your school and the foster family, they’ve not only healed but flourished. It’s nothing short of remarkable.
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What an incredibly moving and powerful story. Your words paint a vivid picture of this boy’s journey, from unimaginable trauma to hope and success. It’s clear your school gave him more than education you gave him belonging and belief. Thank you for sharing such a beautiful and inspiring transformation.
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Working in a school in Carrick on Shannon for over twenty years, I have witnessed many local initiatives to support and welcome new people to our community. Our school has had a major part in assisting with integration and welcoming many groups over the past two decades.
We have hosted a number of multicultural events in the past by inviting families to share food, music and dress from their cultures. These have been extremely successful in providing an opportunity for children to meet one another and for teachers and school staff to interact with parents in a social setting. We have made friends with many of the parents who now have grandchildren coming to our school. I recall visiting a Kurdish family in 2002 who arrived to the town from a refugee camp and who are now living in the community for over twenty years. Our school was hugely instrumental in welcoming and helping these people to settle in.
In the recent past the majority of new children coming to our school from outside of Ireland are Ukranian. On research for this module I have discovered some great local initiatives, which have been hugely successful. In 2024 two -thirds of our 70/80 Tidy Town volunteers were Ukranian refugees. In addition to this, the Tidy Towns are now working on a project with the Ukranian Community on a photography project. The project will involve using camera phones over a six week period to introduce the group to photographic methods and skills that will capture their own perspective of their day to day life while living in Carrick on Shannon. They will record their own experience through medium of photography. These will take the form of walking tours around the local area and places that are shared by all members of the community.
The above project is one which I would like to link to our curriculum planning for senior classes for the next school year. Sixth-class pupils could lead the project and work in mixed groups to develop an understanding and respect for one another’s culture and experiences. They could present their work to the other classes and to families on an open evening.
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Orla, this story about the pupil in 6th class in your school is truly inspirational and moving! As others have commented it really is a testament to how resilient (although they shouldn’t need to be) children are when faced with adversity. I have no doubt that this child will go on to have a fulfilling and special life ahead.
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The Irish Refugee Council is an organisation working with refugees in the community; they do this by providing services and support to people seeking protection and those recognised as refugees in Ireland. Their drop in and Law Center are the first stop for these people as they provide important information legally and also then refer them on to other services within the organisation to seek for example housing, employment and education to name a few. Another organisation that works with refugees and those seeking asylum is ‘Crosscare Migrant Project’, a Dublin based NGO giving information and advocacy support to those around the immigration system and related issues. My school is also only a few kilometers away from a direct provision center where asylum seekers and refugees can receive short term accommodation with meals, health screenings and access to supports and social services.
My school could take action to support refugees in many ways, here are a few I came up with…
Fundraising projects to support organisations such as the pens above. This could be a fun, engaging and practical way fro the children to take action with events such as food collections, bake sales sponsored walks etc. In my research I also found an organisation called Sanctuary Runners and wondered if they would be interested in the setting up a school running event in partnership with themselves.
Raising awareness/ awareness week: ~World Refugee Day takes place on the 20th of June. A whole school approach could be taken to raise awareness through poster displays, presentations, assemblies etc.
Guest speakers and workshops : Amnesty International Ireland has a Primary schools strand that could help the students to take action through guided workshops using drama, art and storytelling to develop empathy and understanding of human rights and migration.This migration module can feed into the school self evaluation policy by giving students a voice and empowering them to make a difference. It also promotes inclusion and belonging, addressing some misconceptions on migrants and establishing how we are all welcome in the school community. This module creates awareness across the school community allowing children to be more empathetic and inclusive and thus positively influencing student wellbeing.
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The story about the 6th class student in your school is really inspiring – well done to everyone in the situation. I think Nurture Rooms (if available) are so important for refugee children in our schools as they need huge social and emotional support as well as making accommodations for them academically. Great to hear how a pupil can succeed despite awful circumstances when everyone works together.
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When researching this topic, I found the following information: In Limerick, the non-profit organization Doras provides support and advocacy for refugees and migrants, particularly those in the International Protection system or with Temporary Protection from Ukraine. They offer assistance with immigration matters, housing, and accessing rights and entitlements, and can be contacted at their headquarters in Limerick or through their website DORAS.org. Additionally, the WHO Collaborating Centre for Participatory Health Research with Refugees and Migrants at the University of Limerick focuses on improving the meaningful involvement of refugees and migrants in health research. An idea a school could undertake to welcome people into the school community would maybe be to consider some trauma informed training for staff to develop awareness of some situations like the example of the boy and his brother that came from Afghanistan. Another could be simple as a coffee morning where families would get to meet teach other, chat and hopefully create some connections within the school and wider community.
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That is a shocking and sobering example of what must happen in other parts of the world happening in Ireland. I can’t imagine the image of two young children left on the side of the road. Incredible courage and resilience. Good to see there is good and kindness in the world too. Those children deserve every opportunity and kindness in this country. I hope they continue to experience it.
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It’s lovely to hear of a child thriving after overcoming such unimaginable trauma. Thanks for sharing that story Orla, it’s very powerful and I hope the boy and his brother continue to receive every kindness and support. Well done to them and to everyone who has supported and helped them along the way.
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The Crosscare Migrant Project are Dublin based and provide information, advocacy, and guidance to migrants, including refugees, non-EEA nationals, and individuals with non-EEA family members. They help people to navigate Ireland’s immigration, asylum, and integration systems.
They help give people guidance about welfare, social protection and housing, family reunification and cultural integration. They are available through phone, email or in-person appointments. They are co-funded by the EU Asylum Migration & Integration Fund and supported by the Department of Children, Equality, Disability, Integration & Youth as well as the HSE, Irish Human Rights & Equality Commission, and the Department of Foreign Affairs.
It is important that children are aware of and are sensitive to this topic. Many children in Ireland are going through immigration and seeking asylum right now so it is critical that they feel welcomed and supported. This can be done through incorporating stories of refugees during class lessons such as SPHE and SESE as well as through the Literacy curriculum. Creating a ‘buddy’ system for children who join the school can make them feel at ease when starting this new period in their lives. Encouraging multicultural events can also highlight the welcoming nature of the school.
Allowing the children to research local organisations that help refugees and make contact with them would also be a benficial initiative that encourages childrens learning and can allow educators to reflect on their approaches to this topic which will encourage SSE
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It’s really interesting to read about the Crosscare Migrant Project that you’re describing here Claire. Life as a refugee in Ireland must be so overwhelming – being able to connect with an organisation that can provide so much practical support around navigating the bureaucratic and administrative hurdles involved must be very empowering.
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Hi Claire,
I like your idea of buddy system. I find my students are more invested in a project when they are given roles of responsibility and it is a super way to integrate new immigrants into the school in an age appropriate friendly way. Some training or a talk from a local representative working with immigrants locally might be beneficial for your students to help them and the new immigrants benefit appropriately from the experience.
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The Cork City of Sanctuary organisation brings together schools, community groups, culture bodies, and public services to welcome refugees, promote inclusion, and combat racism. They also offer school resource packs and encourage community participation. In honesty, I was not aware of this group until researching as part of this module.
To support the refugees which are present in our school community, our school and students could support by showing empathy, inclusion, and practical help. We could organise classroom discussions or story time sessions around age-appropriate books about refugees, helping children understand their experiences. We have created “Welcome Wall” already with drawings and messages, as well as ‘Hello’ translated into different languages from around the world, to make new students/families feel included. Students could collect school supplies, toys, or books to donate to refugee families. Hosting a multicultural day where students learn about and celebrate different cultures could also build understanding and friendships. I’ve found that encouraging kindness through a “buddy system” where students help new classmates feel at home always works really well where they show small gestures of friendship like a smile, shared lunch, or helping someone find their copy/book etc. goes a long way. Through these simple yet powerful actions, young students can play a meaningful role in creating a welcoming, supportive environment for refugees in the community.
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Hi Shane,
I’m a firm believer starting small as you’ve outlined and building from there. Thanks for highlighting the work of the Cork City of Sanctuary organisation which I recall previous participants mentioning on this course. Also, for sharing practical ways your school fosters inclusion. The activities you’ve outlined like story sessions, the Welcome Wall, and the buddy system are powerful approaches that help build empathy and understanding.
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In researching organisations working with refugees in Longford, I discovered several active groups and initiatives dedicated to supporting newcomers. The Local Authority Integration Team, based in Longford County Council, plays a central role in helping refugees and international protection applicants settle and integrate. The Local Authority Integration Team connects new arrivals with essential services, such as legal assistance, healthcare, education, English classes, and job training, and supports them in navigating public services and reporting any unfair treatment. Additionally, Longford Community Resources, alongside Longford Women’s Link and the EDI Centre, implements the county’s Intercultural Strategic Plan. Their work includes intercultural awareness training, anti-racism initiatives, and the organisation of community events that celebrate diversity and promote inclusion.
Reflecting on how my school and how our pupils could take action, establishing a buddy system would help new pupils feel supported, as peer mentors can guide them through school routines and foster friendships. We could also organise intercultural events, celebrate cultural festivals, and display greetings in multiple languages to create a more inclusive environment. Teachers and staff should receive professional learning on trauma-informed and culturally responsive teaching to better understand and address the unique needs of refugee students.
From a School Self-Evaluation (SSE) perspective, these actions can be integrated into our school’s DEIS plan by focusing on inclusion, student well-being, and community engagement.
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Displaying welcome signs in multiple languages creates an inclusive, respectful, and welcoming environment for all students and families. It sends a clear message that cultural and linguistic diversity is valued within the school community. For children who speak languages other than English, seeing their home language represented fosters a sense of belonging, boosts self-esteem, and helps ease transitions, especially for newcomers or refugees.
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The organisations that work to support refugees in my area are those with a nationwide footprint. The most interesting of these, in my opinion, is the Movement of Asylum Seekers in Ireland (MASI). I think that the ethos of this organisation aligns closely with some of the principles of the sustainable development goals. Notably, MASI is an organisation whose membership is entirely made up of asylum seekers in Ireland – it emerged from protests about the conditions in Direct Provision in Ireland in 2014. The notable theme here is that it is an organisation that centers the experiences and agency of asylum seekers rather than relying on others to “save” them. This aligns closely with the SDG thinking around refugee activism.
In order to welcome refugee students in our school we need to be sensitive to the experiences and challenges that refugees have endured. This involves the sort of empathy, patience and kindness that staff and students use to provide an inclusive school environment for all our vulnerable students but it also relies on us as professionals to inform ourselves and seek additional training to be alert to the specific issues involved. Training such as this course helps us to learn new information and skills in this area.-
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It’s brilliant that you’ve brought up MASI! Their whole setup, run by asylum seekers themselves, is just incredibly powerful and really gets to the heart of what the SDGs are about people taking charge of their own lives. You’re spot on that it’s about empowering them, not just “saving” them.
And your point about being sensitive, empathetic, and kind to refugee students really hits home. While making sure all our vulnerable kids feel included is a given, your call for staff to get extra training is so important. Courses like this one give us the specific know-how to really understand the unique stuff refugees go through, making our welcome much more genuine and effective.
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There are several agencies in our area which work to support refugees. Spirasi the National Center for Supporting Victims of Torture is located on the North Circular Road. Crosscare also has a presence in our area in Dublin city, offering support services through its In-Reach and Refugee Services.
When thinking about how my school can take action to support and welcome refugees in our are several opportunities come to mind. Firstly the word welcome is so important. In order to ensure we make refugees feel welcome in our country and our school we need to raise awareness about how and why people become refugees. We can create a welcoming environment for all of our pupils by exploring different cultures and traditions. In our School we use pride month to celebrate diversity in all its forms. We use story books such as ‘Homeland: My Father Dreams of Palestine’ to open discussions about different heritages. Fundraisers are also a great way to take action. If working with senior classes children could write to their local elected officials to advocate for better rights for refugees. Helping our pupils to empathise with and care for each other is vital in their development as global citizens.
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There are many organisations in my area that work to support refugees. One of the main organisations is Fingal County Council’s Local Authority Integration Team (LAIT). LAIT works to ensure that new arrivals feel supported and included in Fingal communities. They work with people seeking asylum, those granted refugee or subsidiary protection status, participants in the refugee resettlement programme, and beneficiaries of temporary protection.
A Public Policy paper – Closing the Gap – Strategies to Improve Refugee Children’s Learning Experiences and Social Integration in Ireland published in 2024 sets out evidenced-based best practices for schools. https://publicpolicy.ie/education/closing-the-gap-strategies-to-improve-refugee-childrens-learning-experiences-and-social-integration-in-ireland/
Theses include:
1. Robust EAL support to enhance language acquisition.
2. Access to extra-curricular activities to help form a sense of community and belonging. Suggestions include access to homework club, sports clubs/societies, art, drama, music, chess club. 3. Implementing a buddy-system to facilitate social inclusion. The forming of friendship is a key factor in promoting wellbeing and positive integration. 4. Fostering strong home-school links with the use of translation services through organisations such as LAIT if needed. 5. Adopting culturally responsive, trauma-informed practices in school. 6. Participating in whole-school CPD in the area of inclusion and equality, trauma-informed practices, EAL as part of the SSE process. Nonetheless, I think a school can only do so much on their own. We exist in an eco-system and support from NEPS, NCSE, Primary Care Psychology Services and other relevant outside agencies is vital. Increasing SNA and SET/EAL provision is key for enabling schools to support all of their students.
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There are many organisations in my area that support refugees. Probably one of the most prominent organisations is Fingal County Council’s Local Authority Integration Team (LAIT). It works to ensure that new arrivals feel supported and included in Fingal communities. LAIT work with people seeking asylum, those granted refugee or subsidiary protection status, participants in the refugee resettlement programme, and beneficiaries of temporary protection.
A public policy paper entitled – Closing the Gap – Strategies to Improve Refugee Children’s Learning Experiences and Social Integration in Ireland, published in August 2024 https://publicpolicy.ie/education/closing-the-gap-strategies-to-improve-refugee-childrens-learning-experiences-and-social- integration-in-ireland/ sets out ways in which we can support children in primary schools. Nonetheless, many schools lack the necessary funding to implement many of the recommendations outlined in the document due to lack of SNA support and inadequate SET/EAL provision.
Key factors that support the integration of students are: 1. Language acquisition – robust EAL support. Divert SET resources to EAL provision. 2. Family and Community Engagement – Strengthening school partnerships with families—using translation where needed—and local integration services (LAIT) will enhance belonging and academic support. 3. Provide access to extra-curricular activities – activities such as homework club, sports, music, art, and dance classes. Participation in local sports activities/clubs in particular can be helpful in forming a sense of community belonging, and provides a sense of continuity with their former lives. 4. Implement a buddy system – The importance of friendships in helping refugee children to resettle in the host community cannot be understated. Quality friendships can be a strong, positive factor in shaping the children’s experiences. 5. Adopt culturally responsive, trauma-informed practices 6. Participate in whole-school CPD around trauma-informed practices, inclusion, EAL etc. possibly as part of the SSE process.
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Likewise in Kildare, a long with the national organisations active in Ireland there are also a number of organisations actively supporting refugees and asylum seekers in County Kildare including; County Kildare LEADER Partnership – AMIF Kildare Integration Project, Helping Irish Hosts (partnering with Irish Refugee Council, Nasc, Doras, Irish Red Cross, and Open Community to support hosting in Kildare) and Teach Tearmainn (Safe Ireland members).
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Hi Claire, I was interested in reading about the Fingal County Council’s LAIT as this would be my schools local area. I like the practical advice you gave such as robust EAL support, it seems so simple but it without it other inniatives would be ineffective. As well I like how you highlight the need for a multi-disciplined approach between the school and other agencies to fully support these children and families.
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The Cork Migrant Centre was established in 2006 and acts as an advocacy for migrant children and families. It offers a wide range of services. The goal of these services is to empower children and families and provide them with the best opportunities possible. They provide coffee mornings and English classes all free of charge. I think it is very important to provide a safe haven for migrant families. The Cork Migrant Centre was founded by the Presentation sisters. Their work derives from Nano Nagle, who worked very hard to help those at risk of educational disadvantage in Cork. It is inspiring to see the effect of Nano Nagle so many years on and how her influence can still be seen today through the establishment of the Cork Migrant Centre
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It’s inspiring to see how Nano Nagle’s work continues to support migrant families today. Providing free English classes and safe spaces like coffee mornings is so important for helping children and families feel welcome and included. I agree that having a place where migrant families can find support and opportunities really makes a difference in building a caring community. It’s a great example of how faith and education can come together to create positive change
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I never thought of the link between the Cork Migrant Centre and Nano Nagle, a key educator in Cork’s history. There is a lovely opportunity to link development education with another passion of mine, local history. It is so important for children’s understanding of development education to have a sense of history. The issues that we see in Development Education today have been issues for time immemorial, just often in different places. By understanding its historical context, it is actually possible to help prevent history repeating itself time and time again, especially in relation to migration and the treatment of refugees
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In my community, there is a local group called the Refugee Support Network that helps refugees settle and feel welcome. They provide language classes, support with finding homes, and organise events to bring people together.
In our school, we can help by teaching students about refugees and why they might have to leave their homes. We can create activities that show kindness and understanding, like making welcome cards or learning about different cultures. This would help students see refugees as new friends and neighbours.
We could also organise events to raise money for local refugee support groups or collect needed items like clothes and books. This would teach children about helping others and working together.
This fits well with our School Self-Evaluation because it helps us focus on respect, inclusion, and caring for others. Development Education supports this by helping students understand global issues and how to act locally to make a difference.
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It’s incredibly valuable that, as HSCL, I get to work so closely with the Tralee International Resource Centre (TIRC) and their education support worker. TIRC does such vital work in our community, fostering integration and providing essential services to asylum seekers, refugees, and broader international communities right here in Tralee.
Reflecting on how my school and students can take action to support refugees or welcome them, it feels like our existing connection with TIRC is the perfect starting point. Firstly, I think we could deepen my school’s “culture of welcome.” This might involve my students creating multilingual welcome posters for classrooms and common areas, or even small welcome packs with essential school supplies for new arrivals. We could establish a ‘buddy’ system, pairing new refugee students with existing ones to help them navigate the school environment and social dynamics.
Beyond immediate welcome, I believe we could integrate learning about refugee experiences into our curriculum. This isn’t just about hardship, but about resilience, diverse cultures, and global interdependence. TIRC’s education support worker could even facilitate age-appropriate discussions or introduce us to guest speakers who can share their journeys. For practical support, my students could organise collections for specific items that TIRC might need, or volunteer to support TIRC community events, like those run by their Coffee Pod social enterprise. Ultimately, encouraging my students to engage with the stories and experiences of refugees, and to actively participate in welcoming initiatives, builds empathy and fosters a truly inclusive community, right here at the local level.
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Before the war in Ukraine – our school and local community had very few fundraisers or initiatives to help refugees. Since then, our school has organised a number of fundraisor to donate to the Irish Red Cross, as has the local GAA club and parish.
As many Ukranian families were acommodated in UCD, we had a few children enroll in our school for the final few months of the school year. Many of the pupils made posters when they heard of a new pupil join their class, as well as helpful phrases they could learn.
Unfortunately, as students will return to this accomodation in September, many families will be moved to new locations, meaning that they may not be in our school come September – the uncertainty for these families is concerning – not knowing where they will be from one month to the next.
I think the government could do more to support schools in how to help refugees – principals are eager to help but with learning support already stretched it can be tough to give these pupils the attention they deserve.
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It’s clear from what you’ve shared that your school and wider community have responded with real compassion and a strong “boots on the ground” approach. The uncertainty these families face is indeed deeply concerning, and you’ve highlighted a very real gap in support.
One suggestion for next year, if your school hasn’t already developed one, might be to create a welcome pack for pupils arriving in similar circumstances. This could include key phrases, school routines, and visual supports to help children settle in quickly. It’s something that can be reused and adapted, and involving pupils in creating it could be a lovely way to build empathy and ownership across the school community.
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It’s great to see your school and community actively supporting Ukrainian families through fundraising and welcoming new pupils with kindness. The uncertainty around relocation is indeed difficult for the children and schools, especially with limited learning support available. I agree that more government support—such as additional resources and training—would really help schools provide the attention refugee pupils need.
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Hi Christina,
Thank you for sharing this, it’s lovely to see how your community has come together, especially the students making posters and learning phrases to welcome their new classmates. That kind of empathy is so important and I’m sure helped Ukranian students settle in. I completely agree with your concern about the instability many refugee families face, it’s hard to build belonging when there’s so much uncertainty. We have Ukranian neighbours with three generations all living together, and they are the most lovely people. Your point about stretched learning support is an important one. Schools want to do more, but without additional resources and clear guidance, it’s a real challenge. It would be nice to think more structured government support will come, but I feel we and our unions need to campaign for more funding for supports in general.
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As I work in a city located in a major city, we have a lot of experience working with students from refugee families. Many times these families have been displaced due to war and violence and they have experienced significant trauma before arriving to our school.
It is vital that the children are met with compassion, understanding and a warm friendly smile. I feel like it is not only important to make the children feel welcome but also their parents/guardians. A coffee morning within the school would be a nice way to do this. Our HSCL teacher has previously done this and felt it was very effective in making families feel included.
Often a massive obstacle for refugees is the language barrier. I would try and introduce them to other children in our school who have the same language. For example we have received many students from Ukraine. Often it helps a child feel secure when they know there are other children in the school who can understand them and they can speak to.
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Hi James,
From what you’ve outlined her it’s clear your school has developed a strong sense of empathy and practical support for refugee families. I particularly liked your point about welcoming not just the children, but also their parents and guardians, initiatives like the coffee morning are a great way to build trust and inclusion.
Your approach to easing the language barrier by connecting pupils with peers who speak the same language is also notable Another idea which I’ve mentioned previously on this forum is getting your pupils to collaboratively create a welcome wall or guide in multiple languages, It could include key school phrases, routines, and would helps new pupils feel seen and supported from day one.
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Excellent point re the language barrier Jamie. I think a social skills group of such or a buddy with children who speak the same language may be an idea to make these children feel more welcomed in the school environment. We used to have a language wall where every language spoken in the school was displayed
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I would agree with your points. Creating a warm, welcoming environment is so important, especially for children who have experienced trauma. The idea of including parents through something like a coffee morning is lovely. I think it would help build trust and community. I also think your approach to supporting children through shared language is so thoughtful. Pairing new students with peers who speak the same language can really ease their transition and reduce anxiety. It’s a simple but effective way to help them feel safe and understood from the start.
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I feel inspired by the Refugee Access Programme’s school-friendly resources and City of Sanctuary’s structured approach. In our school, we could invite an ETB outreach educator to run workshops in senior classes on asylum and belonging. Students could then design welcome packs or posters to share both within the school and with local newcomer families. Partnering with City of Sanctuary, we might host a “Welcome Week” where pupils lead guided tours and cultural-info stations, deepening empathy and cross-cultural understanding.
To ensure materials are age-appropriate and trauma-sensitive, I’d pre-screen content and provide teacher guidance on handling sensitive topics. In recent years, we’ve welcomed several Ukrainian children into our school. While they’ve adapted incredibly well, language barriers and cultural differences can make full integration challenging, so promoting understanding is crucial. These actions align with SSE themes such as pupil voice, inclusion, and wellbeing, and support our Digital Learning Plan through student-created multimedia (posters, presentations, slides). By turning empathy into concrete action, we foster a school culture of solidarity, respect, and global citizenship—key pillars for development education and ongoing self-evaluation.
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St Catherine’s Community Support Centre work with new communities arriving in Carlow to support their resettlement. In schools, we can begin by partnering with local groups like these to find the best ways to support new students and their families from migrant backgrounds. It is essential to make our schools a friendlier and more welcoming place for all students. This will help create a school environment where everyone feels accepted and supported.
Some helpful initiatives might include buddy systems, where new pupils are paired with classmates who can help them settle in, as well as simple language support through fun activities, games, and visuals. After-school clubs or homework help groups can give extra support especially with language. These groups can also be a great way to make friends.
It’s also important to help students understand what refugees go through. We can do this by running awareness campaigns, sharing stories, and having talks that build empathy and understanding. Giving children a deeper understanding about where migrant families have come from and gone through will hopefully encourage children to be kinder, more respectful and ensure inclusion is part of everyday life in school.
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My local GAA Club- Éire Óg, in Ennis is welcoming children from Palestine and supporting them through sport and community in a powerful act of solidarity and empathy. Collecting old hurleys, helmets, sports gear, and shoes not only gives these children a chance to participate and feel included, but also sends a message of kindness and respect across cultures.
For the Palestinian children, this visit offers a chance to feel safe, valued, and connected—even if just for a short time. It provides moments of joy, play, and belonging that are especially meaningful given the trauma and instability many have experienced due to war.
For the children and adults in the club, the experience helps build awareness of global issues, particularly the realities of conflict, displacement, and the lives of migrant and refugee children. Hosting and interacting with these children gives local families a chance to develop compassion, understanding, and a deeper appreciation of the privileges we often take for granted.
Events like this don’t just create memories—they plant seeds of global citizenship, reminding us all of the importance of dignity, inclusion, and community.
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I am based in Co. Kilkenny. Upon further research I have now learned that Immigrant Services Kilkenny provide a drop-in clinic on Monday and Wednesday 9am -1pm in a local centre which is a great resource for information seeking and assistance. Supporting refugees is an amazing way for schools to truly show their values of inclusion, empathy, and global citizenship. Refugees, especially children, often face immense challenges such as language barriers, trauma and feelings of isolation. In our schools we can play a crucial role in creating a safe, welcoming environment that nurtures both academic and emotional wellbeing. We could establish a “Welcome Committee” made up of students and staff to greet new arrivals, offer school tours, and pair refugee students with buddies. Language support is essential, so integrating visual aids, translation tools and peer language mentors would help ease communication. By involving students in projects like fundraising for refugee support organizations, organizing donation appeals, or writing welcome letters we really can help. This aligns powerfully with the broader aims of global education and supports social cohesion at a local level.
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In our local area in Terenure, they have set up the Terenure Community Support and Integration group in 2022. They provide English lessons, host playgrounds, crafts, evening walks, outing and inclusive events for all migrants and local people who are interested. Their Wednesday English classes, and community meet up offer language learning but also create social connections and build community links. I know of the CSI, the City of Sanctuary Dublin helps schools and local groups to create a culture of welcome and inclusive projects that promote integration.
In the past few years, we have had an increase in children living in direct provision attending our school. Often, they have to take buses to school and can be moved to another centre but then have to travel to our school. We take great care to ensure they feel welcome and safe in our school. We meet with the parents and use translation apps to explain school routines and provide uniforms and other essentials that we think they may need or benefit from. We provide after school activities to these children and endeavour to make our school as supportive and as welcome as possible. -
I think the main way my school can take action to support refugees and help welcome them to the community is to foster empathy and understanding in our students regarding the true circumstances of refugees. The resource “Brothers Across Borders” (https://brothersacrossborders.com/en/) from the International Federation of Red Cross and Red Crescent Societies is a fantastic resource in assisting students to gain a real-world insight and connection with the reality of life for many refugees in Ireland today. It is an interactive film exploring the Syrian refugee crisis through the story of Ismael, a 21-year-old searching for his brother Muhammed in Turkey. The film prompts users to make choices that affect Ismael’s journey and the fate of his family. I think this is a great opportunity for students to “walk in someone else’s “ before making judgements. A similar resource that I have found fantastic in developing compassion among my pupils is the Cafod: On the Move-A refugee simulation activity. Again, this is an activity designed to help students understand the experiences of refugees by “walking in their shoes”. This activity provides a really great stimulus for discussion and debate and ultimately helps students to gain empathy and understanding for refugees and their struggles. Both these activities go beyond students simply reading statistics and facts about refugees from a book or watching a video. They provide an immersive experience allowing for a deeper emotional connection to the refugee experience. By gaining a better understanding of the refugee experience, students may be more motivated to support organizations working with refugees, advocate for policies that protect refugees, and challenge negative stereotypes. Linking this to class novels addressing issues relating to refugees such as books that I have mentioned in a previous posts i.e. New Girl by Sinéad Moriarty, The Boy at the Back of the Class by Onjali Q.Rauf and Shadow by Michael Morpurgo are lovely relatable stories that can show students that they can take action and make a difference.
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There are some organisations active in supporting refugees in Finglas that my school and students could connect with. One that I have experience with is the
Finglas West Family Resource Centre who support families including refugees through community programmes and wellbeing services.Our school community in Finglas has many opportunities to make a genuine difference in the lives of newly arrived refugees by building relationships with organisations e.g.g with Dublin City of Sanctuary or the Finglas West Family Resource Centre, students could volunteer alongside mentors from these organisations— and support the local English-learning clubs or assisting with the homework clubs.
We could engage in fundraising, awareness‑raising activities, or help arrange welcome packs for refugee families in school. These activities could be integrated into our SPHE and geography lessons/curriculum by inviting guest speakers or organising awareness‑raising workshops.
Through project-based learning, students could also research the journeys of refugees, celebrate cultural diversity.
By combining all these ideas: curriculum integration and building community partnerships, our school could empower young people and continue to build an inclusive empathetic community!
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Hi Harriet,
Thank you for your post here and for sharing the world being carried out by this organisation in Finglas. Reading this forum is heartening when you see the generosity and goodwill that exists in communities up and down the country in terms of making those fleeing war and conflict welcome. The community partnerships that could be forged here, including the hosting of guest speakers, is a great idea to raise awareness of the work being done and could strengthen the sense of social justice in the school and community that is focused on upholding the rights of all.
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The Irish Red Cross has played a key role in supporting Ukrainian refugees arriving in Ireland since the onset of the conflict in Ukraine. They have provided emergency accommodation, essential supplies, and emotional support to those displaced by war. Reflecting on their work, I believe schools have a vital role to play in fostering a welcoming environment for refugee children and families in our communities. I personally host Ukranian refugees through the Red Cross and it has really been a very fulfilling experience.
As a school, we could organised a welcome drive, collecting school supplies, clothing, and hygiene items to donate to the Irish Red Cross for distribution. In the classroom, we have explored themes of displacement, empathy, and global citizenship through age-appropriate books, discussions, and projects. Students in some classes wrote welcome letters and made posters which were displayed around the school which promoted inclusivity. We as a whole school, held a multicultural day and in the future we could invite a Red Cross guest speaker which would help deepen students’ understanding and show solidarity with those affected by crisis. -
Maynooth University offer a ‘university of sanctuary’ scholarship to those seeking refuge or asylum. This could be explored at a local level in the school by having cultural awareness days and also exploring equal rights through the ‘take a step’ if game in SPHE lessons to draw the children’s attention to the fact that we are not all on a level playing field. Equally so our school explored global citizenship this year which was a great way to open our children’s minds to the multicultural world we live in. At my current class-level I believe building awarness and deepening their empathy towards Asylum seekers will help children be mindful to the fact that despite our differences we all deserved to be treated with the same kindness and respect we would like ourselves to be met with.
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New Horizon is a community group which has been working with International Protection applicants in Athlone since 2000. Their main focus is on almost 500 residents in Direct Provision sites in the Athlone area. They also work with Beneficiaries of Temporary Protection, Ukrainians living in state-provided accommodation in the area. They are a group of voluntary, unpaid workers with very limited state funding. They welcome asylum seekers and refugees and wish to help and support them as they start to rebuild their lives. Our school and community have taken many actions to help all families feel very welcome and integrate into our school communities. We have many students from other countries and we create a welcoming environment for all of our pupils by exploring different cultures and traditions. We hold a multi-cultural day every year where every student can bring in food, dress in their traditional dress and showcase any talents and share information about their culture. Students work on projects from their countries which are displayed on the day. The local town has also begun to have a multi-cultural festival day. This fits well with our School Self-Evaluation because it helps us focus on respect, inclusion, and caring for others. Development Education supports this by helping students understand global issues and how to act locally to make a difference.
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Last year we had 40 IPAS children join our school at the same time. Each class had at least one new student and some had as many as four. Obviously these students all came from extremely diverse backgrounds with very different life experiences, and all of our school staff learned a lot about supporting these children in a very short amount of time. This being said, when I read the brief for this module, I was very disappointed in myself that I couldn’t think of a single organisation who worked with these families, outside of our school’s contact in the centre they were living in. After doing some research and reading the above forum posts, I have learned about the amazing work of many organisations, particularly the Red Cross and the Movement of Asylum Seekers in Ireland. MASI do fantastic work advocating for an end to direct provision, the right to work and education, residency for all in the system, and an end to the deportation regime.
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Hi Caitriona,
Thank you for your post and for sharing with us your experience of welcoming such a large group of IPAS children to your school in one go last year. You have hit on a very important point regarding the publicity associated with organisations doing so much to help those in such need – it is almost non-existent. There is so much good in society and it is important that this work is also highlighted. It is heartening to see so many groups and organisations mentioned on this forum who are carrying out that work all across the country.
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There are several organisations in my local community who are actively working with refugees and asylum seekers. Westmeath Community Development (WCD) and LAIT Westmeath (part of westmeath County Council) are key local entities providing resettlement support and connecting refugees with essential services. LAIT (Local Area Integration Team) within Westmeath County Council, focuses on assisting people in International Protection Accomodation Services (IPAS).
Additionally , the Irish Refugee Council and New Horizon Refugee Support collaborate to offer services specifically to those in the international protection system in the Midlands.
There are many ways that we as a school can take action to welcome refugees into our school community. We can create a classroom that celebrates diversity and helps refugee students feel represented. Displaying “Hello” greetings in various languages to represent the students in our school, create a “buddy system” and buddy refugee students with another student that they can create a connection with, to help them in their first few weeks of setting in. Engaging in class projects so that we can learn about their country, customs and culture.
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We had many refugees arrive to our community from Ukraine. They were settled in to the local secondary boarding school which had been closed. I was one of the people involved in helping them settle. The first thing I noticed was that it was our local GAA club that orchestrated everything and not the church- it would have been the church up to a few years ago. Through our GAA we immediately had the word out- we had a committee set up and within hours we were transporting beds, bedding, clothes, toiletries and toys. A group of retired teachers organised to help with English for the children. In time the owner of the building organised and invited the local community for gatherings and at Christmas they held a concert. Some of them started working locally and we still have pupils in our school from there. It showed that there is so much good in society and people are very kind. The EAL they received was a great help also and it was great to hear them starting to speak English. Some of the pupils have joined our GAA club and this was great for the parents so assimilate. Other parents have volunteered with projects in our Community Council, again making new connections and friendships.
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From a google search and from what I have seen as a local (in the area I live and the one in which I work) few groups providing support to migrants or refugees in the local area. In the community centre there are twice weekly English classes hosted by Fáilte Isteach. In the local secondary school there is a Schools of Sanctuary group which meets to help the wider school community to understand what it means to be a refugee and to extend a welcome to everyone regardless of their immigration status. This is something that I think my school could take part in. The school is a very small school and a few years ago the population of the school rose by 10% due to the arrival of a diverse group into the guest house at the end of the road. The children did very well to join the school just before the Easter holidays and they integrated well. But they had to integrate into our school and little was done to ensure that the school celebrated, respected and were interested in the cultures of the countries/communities that the children and their parents had come from. Becoming a School of Sanctuary would ensure that we are committed to creating a safe, welcoming and inclusive environment that benefits everybody, including anyone in its community who is seeking sanctuary. It would help students, staff, parents and the wider community to understand what it means to be seeking sanctuary, and to extend a welcome to everyone regardless of their status.
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Hi Jackie,
Thank you for your contribution to the forum here. It’s clear that here is lots of excellent work being carried out in your local community to help accommodate and assimilate migrants and refugees of all ages. Key words that you have mentioned such as ‘safe, inclusive and welcoming’ get to the core of what we should be looking at when it comes to helping people who have arrived in our country having experience terrible trauma in their home country.
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I am located in Donegal, often referred to as the forgotten county however there are, thankfully, several organizations in County Donegal, including those in the Ballybofey area, which are heavily involved in supporting refugees and asylum seekers. Mainly the support is centred around housing. My school is located in Stranorlar a stone throw away from Ballybofey- known as the twin towns. Although not the largest town in Donegal the support in the Finn Valley area in particular in very good. Key organizations include the Donegal Intercultural Platform, which focuses on inclusion and equality, the Finn Valley Family Resource Centre, which provides community support. This centre is within walking distance to my school and we are lucky to have many resource centres throughout the county especially in some of our border towns and more disadvantaged areas. The Donegal Refugee Resettlement Project offers resettlement support. Additionally, Donegal County Council has a dedicated Refugee Response team and a Community Integration Forum to coordinate support. The council’s support has been key over the last few years especially with people who came to Donegal from Ukraine requiring housing. Donegal County Council’s experienced Ukrainian Refugee Response Team were and still are very dedicated in making sure the process of matching, meeting and placing people in housing as smooth as possible for the homeowner and individual. The integration and migration team see ‘the future we all want to live into, something that will integrate us’. The Community Integration Forum is a multi-agency Forum which brings together representatives of both Statutory and Voluntary Agencies operating across Donegal ensuring commitment and consistency in terms of service delivery. The Forum coordinates a community led response in the provision of assistance and support to all new communities resettling in Co Donegal. It is intended that the information contained will be a useful resource for individuals agencies and members of the public who are seeking information on services and help available in Donegal. Our School Home Liaison Officer does have regular contact with them when supporting families who have just arrived or are seeking more suitable alternative accommodation.
I have extensive experience of working in schools that were diverse in London. Over the years I have been directly involved in many different activities and events to welcome and celebrate all people. There are many ways that we as a school can take action to welcome refugees into our school community. Creating an inclusive and welcoming environment is key. We can create a classroom that celebrates diversity for instance by holding assemblies for different cultural events or religious festivals. This helps refugees feel involved in the wider school community as well as represented. Displaying different language across the school. Having a language of the month and using words on displays from this language. Asking parents from the wider community to come and talk to the children about the different countries and maybe having cooking and food for different cultural days.
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I recall seeing a picture last week of children from Donegal attending the Foyle Cup in Derry just over the border from where I live. It was reassuring to see the children from all communities (within our now diverse county) being represented. Having subbed in a few different schools I definitely noticed that all children participate in all sports, regardless of their cultural, religious identity including GAA- great to see !
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Although there is not a specific, dedicated refugee service in Ratoath, there are a number of organisations who work to support refugees in the Meath area.
Meath County Council runs a local authority integration service, which aims to link people with local service providers appropriate to the need of the person. The authority acts as the direct point of contact to provide information, guidance and advice to queries, as they arise. The integration team provides signposting to services one needs to access employment and develop English language proficiency, access childcare and healthcare services and to connect to sporting and other local/community activities.Together with Louth County Council, the local authority has also developed a migrant strategy, focusing on integration and inclusion of new communities and considering what is needed to enable the areas to enjoy the benefits of diversity.
Cultur Migrants Centre, based in Navan, is a voluntary organization that celebrates cultural diversity through education, sport, music and drama. It brings people from different backgrounds and walks of life together. Members and volunteers join their time and efforts in order to:
• Provide advocacy and information to migrants through the Migrant Rights Initiative.
• Offer capacity building through the English Class Initiative.
• Facilitate integration through cultural and sporting activities.
• Promote intercultural awareness through anti-racism and intercultural training.
• Enable inter-agency involvement with migrant communities.Another great service is the local family resource centre. In my local one, a man who arrived in the town from Ukraine after the outbreak of war now co-ordinates welcome and language programmes for new arrivals.
In school, there needs to be a visible welcome for new arrivals. Signs and communications can be made available in different languages – even better if a parent from a migrant or refugee community can help with this. A regular tea or coffee morning is a good idea, especially if new pupils are arriving at different points in the year. There could be a day celebrating different languages and cultures. Pictorial communication boards (often used by pre-verbal autistic children) are a great resource and can be used by all.
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Irish Refugee Council and Nasc are actively supporting refugees in Cork today. The IRC recently launched a youth resilience project (drop‑in, wellbeing workshops, one‑to‑one support) here and Nasc offers legal advice and integration programmes locally. Furthermore, Cork Migrant Centre is a key hub for info, advocacy, language and cultural connection.
Reflection on how my school and students could take action to support refugees or welcome them to the community:
Build awareness & community buy‑in
Get involved in Refugee Week events or organise in-class or whole-school activities to mark itPractical integration in school life
Offer language buddies or a social buddy system for cultural orientation to create peer‑to‑peer supportsPartner with existing services
Connect with IRC, Nasc, Cork Migrant Centre. They offer legal, language, wellbeing support. Invite them in for a talk. Support Cork City Partnership‑run Refugee Week (e.g. sports day, arts) .To conclude, we don’t need to reinvent the wheel. There is lots happening locally already. With a few thoughtful moves i.e. awareness, classroom supports, community links, we can make our school a genuinely welcoming and inclusive place of belonging for all. This is beneficial for ALL students, not solely refugees, as well as for the wider school culture and community.
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Tralee International Resource Centre offers free classes and services to refugees in our region. Their work includes daily English language classes, family programmes (including summer programmes for children, school liaison etc), mental health programmes, music classes, one off classes and programmes, help with filling in forms, access to the internet and computers, International Friend’s Group and referrals and a drop in space.
Our school can help refugees by being in contact with the school liaison officer in the resource centre, ensuring that the children are in a safe environment and understanding the resources that we need as educators to ensure the pupils feel happy within the whole school environment. I feel it is important that contact is maintained for the good of the children, so that we can better understand where the children came from, the possible dangers or trauma they might have experienced and the learning progress they have made to date.
Most small towns in Ireland have Family Resource Centres that may have some resources available to refugees, however, from my research, it seems to be the larger towns that have the main supports advertised on line.-
Thanks for sharing Aoife, it sounds like the Tralee International Resource Centre is doing really valuable work. I agree that keeping a connection between the school and organisations like this is so important, not only for accessing support, but for helping us understand what the children and families might have gone through before arriving. You’re right too about smaller towns having fewer visible resources online. I’m based in Dublin where we have a lot of support near us, so it’s great to see how important the role of local Family Resource Centres are in towns like Tralee and maybe it’s something to highlight to them that those supports are not just needed in the bigger towns but across the locaility. Your post highlights how vital it is to build those community links and keep the lines of communication open for the benefit of the children.
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Hi Aoife,
Thanks for outlined what’s happening on the ground in Tralee. The International Resource Centre clearly plays a vital role in supporting refugees through the numerous classes, programmes, supports, and services listed and your suggestion for schools to maintain contact with the centre’s school liaison officer is a key step. It helps ensure children feel safe and supported, and gives teachers insight into their backgrounds, experiences, difficulties and learning progress. Staying connected also helps schools identify what resources or training might be needed to better support refugee pupils.
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In our community, a direct provision centre houses around 90 asylum seekers, while approximately 200 Ukrainians and potentially hundreds more pass through or settle in the community as we are a ferry port location.
Local volunteer groups like “Rosslare Harbour Friends of Ukraine”, Wexford Volunteer Centre, and Rotary Wexford have coordinated food, clothing, language tuition, and integration supports
Amid community debates about service capacity,our school serves as a “School of Sanctuary”, welcoming students from 17 nationalities and running refugee integration programmes.
Our school can support refugees by:
Partnering with local organisations, such as Wexford Volunteer Centre or Rosslare Friends of Ukraine, coordinating donation drives or language support for asylum-seeking families.
Implementing a “School of Sanctuary” framework, training staff and students in refugee-inclusive practices and anti-bias education.
Engaging parents and the wider community through open events showcasing students’ refugee-support work, encouraging dialogue, and inviting local media to highlight these positive initiatives.
Through such actions, students learn active citizenship, empathy, and community solidarity, contributing meaningfully to both local integration and global justice.
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I live in Kilkenny and work in a rural school close to the city. A local community and family support centre runs The Immigrant Support Clinic which offers support and information in relation to immigration permissions, visas, citizenship, family reunification, housing and more. They also offer free English language classes to adults. As well as this the centre is home to the UKranian Cultural Centre which is open every Saturday.
In our school we support refugees by creating a welcoming space for all. Displaying signs in different languages, and pictorial signs, that welcome people to the school and direct them to different areas is something that is simple to do but can have a real impact. I think it is vital that other communications such as emails, newsletters etc are translated into other languages where possible and also that teachers remember to select the translation button on Aladdin for issuing reports. Another area that needs planning is in relation to meetings- how can translators be accessed for parents who need them?
I also think schools could do more to provide more training for staff on trauma-informed care. Understanding how trauma can present and how it can impact on learning and behaviour is vital for teachers to support both refugee children and others who have experienced childhood trauma.
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Our school is the school in which the children from the local direct provision accommodation centre come to. We have children from a wide array of countries, all of whom have different backgrounds, cultures and circumstances. The children arrive at the school having just entered the country as refugees. Oftentimes the children have come from devastating situations and it is our responsibility to create a welcoming and warm environment for them. We organise an annual school walk which invites all of the families in our school community to participate in a community to walk. This enables families to create relationships amongst each other in a safe environment. We organise a multi cultural week in school which encourages the children to create projects about their cultures and share it with their peers. The children are invited to dress in their traditional clothes along with inviting parents and friends in to share cultural experiences with the school community.
I believe that all of these concepts promote a sense of belonging in our school and in turn teach the children in our school to provide refugees with a safe and welcoming environment. -
In my area in South Dublin, there are several organisations working with refugees and people seeking sanctuary. One key group is City of Sanctuary Dublin, which supports inclusive community activities, encourages schools to become welcoming spaces, and hosts integration events involving storytelling, culture, and friendship. Another is Glencree’s Intercultural and Refugee Programme, which runs well-being workshops and dialogue sessions for asylum seekers in the area. Additionally, Cross‑Cultural Conversations offer English classes support asylum seekers’ social inclusion.
The only reason I am aware of such initiatives is that I work with an amazing HSCL. We have many ukranian students in our school and our HSCL has organised a mini “Welcome Fair” with the parents association. She has also organised language classes for parents of these students and has built up a great relationship with the hotel translator so that these parents don’t miss out on anything happening in our school, feel included and welcome to all school events. I wish every school had a HSCL who these refugees can reach out too when it comes to the education of their children.
I also believe that schools don’t get nearly enough credit for everything they do to support refugee and sometimes deeply traumatised families who are placed in our care. Schools often become the first safe, stable environment these children experience—and staff go above and beyond every day to create a welcoming and nurturing space.
Unfortunately, the SSE process can sometimes overlook this vital work. It tends to focus heavily on academic outcomes, without fully recognising the emotional support, safety, and sense of belonging that schools provide. These aspects are just as important—especially for children who have experienced trauma—and they deserve to be acknowledged as part of a school’s success.
The work schools do in these situations is incredibly human, compassionate, and life-changing. It would be great to see SSE evolve to better reflect that.
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Hi Louise,
The HSCL in your school sounds amazing and so proactive. It would be so beneficial if every school and community had someone so willing to organise a welcome and ensure inclusive practices for incoming refugees. I agree that schools are left to do what they can to help these students who may have little or no english and may have experienced huge trauma with little to no support or recognition for the importance of the emotional support and sense of belonging that they provide.
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Hi Louise. You are quite right acknowledging the amazing work that schools do in relation to settling refugee families as a whole. As you have said the HSCL teachers play an amazing role in including the parents in the day to day running of the school. Also The EAL teacher works amazingly in helping to integrate the pupils into the class. It is indeed true that many of these children come to us deeply traumatised. I agree that schools are probably the first stable safe environment these children come to. We should definitely be very proud of our role in providing this to very vulnerable people
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The Local Authority Integration Team (LAIT) in Co Louth supports refugees and International Protection applicants in my area. I was unaware of this organisation until I started to research it for this course and it was great to hear about some of the services they offer. They link those in need to local services such as healthcare, child care, social welfare and they provide support for learning English.
My school is located near a direct provision centre and we benefit from having some of the children based there attend our school. As a school, we are always very welcoming and understand that the children are coming from a huge variety of backgrounds and experiences. Many of these children have experienced trauma before they come to our school. Diversity is always celebrated and we encourage all the children in our school to share their own stories and to listen to others with an open mind.
Many staff members also link in with the centre through homework clubs, GAA and Girl Guides.
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Research if there are any organisations working with refugees in your community. Post a reflective piece (150 words minimum) on the forum as a reply to this post, on how your school and students could take action to support refugees or welcome them to the community.
Please also comment on at least one other participant’s post.
Think about School Self-Evaluation (SSE) and how Development Education can feed into SSE.
DORAS is an organisation in Limerick that offers support to migrants, refugees and to International protection applicants. It also helps them assess their rights and entitlements. It centres their work on human rights for other and how to uphold them.
We as part of a school can welcome these children into our school community. We can offer them EAL classes and also differentiation and translation in the area of work within the curriculum.
For children form the Ukraine there is a helpful starter guide to help explain about the detail of the war and how to help children to cope with it. Barnardos is another organisation that can help children deal with trauma.
Plan International displays an interesting lesson on Migration and Refugees. It can allow children to learn about n becoming global citizens. The lesson deals with how migrants can help to contribute to the country that they settle in.
Children can reflect upon how migration can help our country. The school can evaluate how best to welcome refugees to our school and country. -
West Cork Development Partnership (SICAP) run the Social Inclusion & Community Activation Programme (SICAP). This supports refugees and international protection applicants in the West Cork area. They offer training, education pathways, social integration, and youth-focused inclusion activities.
Using development education as part of curriculum integration to help students understand the journey of refugees and asylum systems. By understanding their background , journey and why they have moved to our country. Using real life scenarios, guest speakers who can enable to students to great understand and relate the journey these people had to face. I always think of Zak Moradi who grew up in a refugee camp in Iraq before coming to Ireland and going on to play county hurling for Leitrim. The power of sports initiatives in schools have a long lasting impact.
Regarding SSE school could outline the lanage, cultural and emotional needs in the school, action plan of hostin integration events or awareness programmes, reflect and measure the impact of these and adapt as required.
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In my local town, a recent initiative transformed a former Ulster Bank building into accommodation for up to 23 Ukrainian refugees, as part of Ireland’s response to the Ukraine crisis. Locally, agencies like Le Chéile Family Resource Centre are already involved in refugee resettlement, offering vital support services.
Reflecting on this, I see a valuable opportunity for our school community to foster welcome and integration. Students could organise a “welcome pack” campaign—gathering essential items (toiletries, stationery, warm clothes)—in collaboration with Le Chéile.
To build deeper understanding, teachers could embed refugee stories into lessons (History, English), and align with the Young Social Innovators (YSI) programme, guiding students to design a social-action project around inclusion . A YSI-style project could centre on “Creating Connection in Mallow” through bilingual signage, art exchanges, or community events at the Gilbert Centre.
Through service-learning, empathy, and collaboration with local organisations, our school and students can play a meaningful role in welcoming refugees and strengthening community bonds. -
In County Kerry, the Tralee International Resource Centre provides crucial supports for refugees, including English classes, school liaison services, and family programmes. Knowing these services exist helps schools plan how best to welcome and include refugee pupils.
In our school, we could build on this by creating a “Welcome Committee” of staff and pupils to prepare multilingual welcome packs and organise buddy systems so children feel supported from day one. We could also invite the Tralee International Resource Centre staff to run workshops or storytelling sessions about migration and belonging.
Development Education can help pupils understand why people become refugees and explore ideas like empathy, human rights, and global citizenship. This could be woven into lessons in SPHE and Geography, helping children reflect on their own role in building an inclusive community.
From an SSE perspective, recording actions like buddy systems, translated materials, and cultural days will help us measure and improve our commitment to inclusion and wellbeing over time.
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There are several organisations in Co. Kildare that support refugees and asylum seekers. Community Sponsorship Ireland, Doras, Nasc, and the Irish Refugee Council, help local groups to host refugee families and support them in their new communities. Kildare County Council runs #WelcomeWednesday for Ukrainians where they can participate in community events and language classes. Our school could join Community Sponsorship Ireland to welcome a refugee family. Our students could organise a community reception and support the family’s integration. Our school could also undertake a “Sanctuary Schools” project: hosting intercultural events, and language cafés etc. We could also participate in Kildare County Council’s #WelcomeWednesday by hosting monthly coffee mornings or language drop-in sessions for Ukrainian and other refugee families. Our students could learn basic phrases, and design posters etc. This would support ESD to 2030 Priority Action Area 5, strengthening local civic engagement and social cohesion. As part of our SSE process, we could ask reflective questions such as: “Do our students feel our school is inclusive and welcoming to newcomers?”, “How have student attitudes or behaviours changed because of these initiatives?” We could use these reflections to guide improvements in our ethos and practice, ensuring Development Education is integral to our school’s development.
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That sounds great how schools in Kildare support refugees through groups like Community Sponsorship Ireland. Welcoming a refugee family is such a meaningful way for students to get involved. Intercultural events and language cafés are excellent for building community and helping refugees feel at home. Connecting these actions to ESD 2030 and School Self-Evaluation ensures the school stays inclusive and improves over time.
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The Kildare Migrant Support Centre is an organisation that my school have engaged with over the past number of years. The KMSC that helps refugees, asylum seekers, and migrants settle into life in Ireland. They provide practical support, advice, and community programmes to make sure people who’ve fled difficult situations get a fair chance to rebuild their lives.
What Do They Do?
Legal & Practical Help – Assisting with paperwork, housing, and access to education or healthcare.
Language Classes – Offering free English lessons to help newcomers communicate and integrate.
Youth & Family Support – Running activities to help young people adjust to Irish schools and make friends.
Anti-Racism & Awareness – Educating locals on migration issues to build a more welcoming community.In regards to a school approach in making everyone feel welcome and valued. The school could do the following
A colourful poster campaign
Create welcome packs for new students
Display their artwork proudly around the school, celebrating our diverse community.
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Hi again Norma,
From what you’ve outlined here, it’s clear that the Kildare Migrant Support Centre is doing great work, and mutually beneficial that your school and KMSC have been collaborating over recent years. The range of supports they offer, from legal help and language classes to youth programmes and anti-racism education shows how much of a difference community partnerships can make.
Also the ideas listed for making students feel welcome are simple but effective and I particularly like the poster campaign idea. Displaying pupil’s artwork is a great way to celebrate diversity and give every child a sense of pride and ownership, not only supporing students from migrant backgrounds but also helping build empathy and understanding across the whole school community.
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There is a centre for refugees in my community. My school have been supportive of the refugees who are supported by the centre several times recently. Our school has organised fundraisers to assist them. In advance we asked them what items were mostly needed and would be appreciated. We made list of these items and set up a donation centre in our school hall. In the future we can continue to do this. We can also prepare our students to integrate with students who are currently living in the centre as it is highly likely if a place becomes available in our school it could be offered to a child who lives there. We can prepare them by teaching development lessons using picture books and by using lessons shown in this course. We can educate them about why they have come to our country and how we can make them feel welcome.
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Hi again Hazel,
It’s great to hear how your school is supporting the local refugee centre in such practical ways. As you’ve outlined, asking what was needed, setting up a donation point, and planning ahead for integration shows empathy and indeed initiative.
Also, as detailed, using picture books and lessons from this course is a great way to help pupils understand and welcome new classmates. As I’ve already mentioned on this forum, one simple classroom idea to expand on what you’re already doing could be that the pupil’s create a ‘Welcome Wall’in your classroom where students add drawings, messages, or words in different languages which will further foster empathy and inclusion.
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Our school can play a real role in welcoming refugees to Leitrim. We can start by linking with groups like Leitrim For All or the Local Authority Integration Team, who already support refugees in the area. Zak Moradi is an inspiring example of Kurdish refugee who came to Leitrim.
In class, we could include stories about refugees, run projects on global citizenship, and hold discussions to help students understand why people flee their homes. A buddy system could match our students with newcomers to help them settle in.
We can also run lunchtime English clubs or after-school activities that encourage friendships and learning. Hosting a culture day with food, music, and traditions would help build a stronger school community.
These actions link directly to our School Self-Evaluation by improving student wellbeing, promoting inclusion, and showing clear outcomes in areas like respect, empathy, and diversity. Our school becomes not just a place of learning, but a safe, welcoming space for everyone.
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In my opinion, schools should work closely with sporting organisations in the locality to welcome refugees into the area. I know in my own area, the local GAA and soccer clubs organised sports camps during the easter holidays and they gave out free passes to the families who has recently moved into the area.
We, as a school held a multi-cultural day in the school in April. The senior classes were split into groups and given a country to do a project on. They had to research this country and have a display table on the day with everything from food, clothing, traditions etc for the whole school to view. It was a great success and definitely one we will look at again.
This is linked to SSE in the school as it promotes integration among all pupils and gives a sense of belonging to the school for everyone no matter what your background.
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My school is based in Dublin 5, and over the years we’ve welcomed a great number of children from refugee and migrant backgrounds. Many of these families have only been with us for a short time before moving on to other parts of the country. One local organisation doing important work in this area is Crosscare who offer support for refugees and migrants across North Dublin. Crosscare helps with things like residence permits, housing, health and social welfare. They also run a women’s group and hold monthly citizenship clinics. These kinds of supports can make a real difference for families trying to settle and feel safe in a new place. As a school we could look at connecting with Crosscare more directly. This might be through organising workshops for staff, linking families with relevant services, or even running small projects with the children to raise awareness and promote empathy. It’s a way to ensure we are as inclusive as possible and that new families feel welcome and supported during what can be a very difficult time.
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Hi James,
From what you’ve outlined, it’s clear your school is doing great work to support families from refugee and migrant backgrounds. And the early intervention you’ve referenced, is so important,especially when families may only be with you for a short time.
It’s also great to hear about Crosscare and the range of services they offer across North Dublin. Building stronger links, whether through staff workshops, connecting families with supports, or running awareness projects with pupils, sounds like an excellent way to deepen that connection and make your school community even more inclusive.
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In Cork the most prominent organisation working with refugees is the Cork Migrant Centre in Nano Nagle Place. It supports refugees, asylum seekers and migrants through a range of integration and empowerment initiatives. Services provided by the centre include English language classes, mental health support, intercultural events and youth programmes. In the International Community Garden people of diverse backgrounds come together to grow food, share stories and build community. The centre also works in supporting those in Direct provision and works to promote inclusion and understanding in Cork’s wider community.
In my school we regularly support refugee pupils. As a whole school we have culture day each year where pupils from different countries design posters with information about their country. The refugee parents come in often inn traditional dress and often bring foods or information booklets about their country. The whole school then comes to see the exhibits. We also encourage inclusivity in class by discussing different religions and cultures. We focus on similiarities between religions and cultures rather than differences
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Thank you for sharing this – it’s lovely to hear about the amazing work being done in Cork, especially through the Cork Migrant Centre and the International Community Garden. It sounds like such a positive and welcoming space for everyone involved. I really like how your school celebrates culture day and includes refugee families in such a meaningful way. Having parents come in, share food and wear traditional dress must create such a vibrant and respectful atmosphere for everyone. It’s such a great way for pupils to learn from each other and feel proud of where they come from.
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While researching local organisations that support refugees, I found out about KASI – the Killarney Immigrant Support Centre. It was set up over 20 years ago to help people seeking asylum and has grown into a welcoming place for refugees and migrants living in the Killarney area. One of the most inspiring things KASI runs is a community garden near St. Oliver’s school. It’s a peaceful space where people from different countries come together to grow food, share stories, and build friendships. The garden even helps supply vegetables for school lunches!
This made me think about how our school could get involved. We could create our own “welcome garden” where students and refugee families plant and work together. It would be a lovely way to connect, learn from each other, and create something meaningful. We could also invite refugee speakers to share their cultures, organise international food days, or start a buddy system to help new students with English or settling in.
By taking small actions like these, we could make our school a truly welcoming space – not just with words, but through everyday kindness, shared projects and learning side by side. It’s about building community, showing respect, and letting people know they belong.
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I love the idea of a community group growing food together to support newcomers, where people can relax and share stories and build friendships. as one of the videos relate knowing each other is the best way for inclusion to occur. The fact that the community garden can supply some produce to the school lunch programme demonstrates SDG 12 on a local level. Well done!
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One such organisation that is active in our wider community is Islamic Relief Ireland. They support vulnerable people across the country by helping with food, shelter, and community needs. Their work includes distributing food parcels during Ramadan, Eid, and the winter months, supporting people in direct provision and those experiencing homelessness (they run a food kitchen outside the GPO). They also help refugees and asylum seekers settle into Irish life by offering emotional support, essentials, and community events. Our school is proud to support Islamic Relief Ireland through child-led initiatives to raise funds and donate to this organisation. Events held during the year, especially around Ramadan, help raise money for the charity to continue its important work. These activities also give children the chance to learn about helping others and taking action for fairness and justice.
The migration module we teach in school links well with our School Self Evaluation (SSE) focus on inclusion and wellbeing. By learning about why people migrate and the challenges they face, children develop empathy, respect, and a better understanding of diversity. It also helps create a more welcoming and informed school environment, where every child feels seen and supported.-
I agree that linking the migration module to the SSE focus on inclusion and wellbeing is very effective. It helps students connect what they’re learning with real-world issues and understand the value of community and kindness.
It’s also a great reminder of how partnerships with local organisations can enrich our teaching and school culture. Your approach sets a strong example of how schools can play a role in creating a more inclusive society while encouraging students to take real, local action.
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Tralee international resource centre is a wonderful organisation with a vision to create an inclusive community where similarities and differences are understood and accepted. Their mission is to support and advocate for the international community and to facilitate inclusion and understanding between people. They have an amazing mix of different cultures working together. They run English classes, music classes, women’s groups, art and craft classes and much more. They organise different events which involve and invite the whole community.
In our school we have a welcome wall with hello written in many different languages representing the different languages and cultures in our school. I would encourage any class that has pupils from any different countries to research the country and chat about reasons why others come to live in Ireland. we could share this information during our assembly with the rest of the school if the pupils feel comfortable sharing. Reminding pupils about all the people who left Ireland over the centuries and encouraging the pupils to accept and include new children.
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Cultúr is a migrant-led community development organisation based in Meath and Louth. Since 2004, they have been working with ethnic minorities, including immigrants, migrant workers, asylum seekers and refugees, promoting equal rights and intercultural inclusion. Their work includes community work such as workshops, drop-ins, English classes, youth groups. It also includes Human Rights such as legal advice, anti- racism tools and advocacy. It helps with organising development around building local leadership and volunteer engagement.
I think the main thing for children coming into your school and community is to make them feel welcomed and safe. There are numerous ways to do this and I think as the years go by and more children are coming to our schools we as teachers are getting better at it. Using Google translate so the child can understand and be understood is very important. Having a communication board on their desk could also work for some things. We have bought a lot of new books in the past few years so that the images in the books and the pictures of the people are more diverse and the children can all see themselves in the books.-
Hi Alison,
It’s great to hear about Cultúr’s extensive work across Meath and Louth and I’d imagine some of that outreach extends into local schools too.
Your focus on making children feel safe and welcome is so important, and the strategies you’ve shared, like using Google Translate, communication boards, and more inclusive books are really practical and effective.
As mentioned previously on the forum, one simple but powerful idea is to create a Welcome Wall in your classroom, ideally near the entrance. Including greetings in different languages, photos, and symbols that reflect your school community can help new pupils feel seen and valued from day one.
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In our local town of, a small group of refugee families from Syria and Ukraine recently settled through a community sponsorship programme. One family opened a small bakery on the main street, serving traditional Syrian flatbreads and pastries alongside Irish scones. Another parent started volunteering at the local football club, bringing new skills and stories to training sessions. Their children now attend local schools, quickly making friends and picking up English, while sharing their own languages and cultures with classmates.
Inspired by their presence, our school decided to launch a project. Students created welcome posters in multiple languages, collected favourite Irish recipes to share with newcomer families, and organised a cultural day where pupils and parents celebrated music, games, and food from around the world.
Through these actions, students learned about the challenges and strengths of refugee families. More importantly, they recognised their role in building a community where everyone feels seen, safe, and valued.
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Upon researching the support of refugees in my community I came across an amazing initiative by a local Secondary School. A student watched a documentary at the Galway Film Fleadh following the life of a refugee in Ireland. The school then invited the director and the main character to their school for a screening and q&a. It has shown that this was incredibly moving for the students in the school and really demonstrated to them that no matter where someone has come from, we are all ultimately the same. Allowing this open dialogue and communication for children directly with someone who’s lived experience is one as a refugee is invaluable.
As a school which has a number of students who are refugees we work to create an inclusive and inviting school community. Including their native language in signage and posters, having the student teach a bit of their native language to the class and reading dual-language storybooks so they feel included and valued are just a few examples. It is imperative to embrace different cultures and all they can offer to our school community. A way in which our school community could be welcoming towards refugees would be to make posters and signs for our local shops, businesses and parks that are welcoming and inviting. Letting the people who visit our area know that everyone is welcome!
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Hi Ashling,
I really enjoyed reading about some of the initiatives in place in your school for when students who are refugees join the school. I particularly like the idea of having signs and posters in their native language as this creates a very inclusive environment. I also love the idea of having the students teaching the rest of the class their native language. I can imagine the pride that these students would have when in control of a lesson and the feeling of control as they are in charge of leading the class and the content covered.
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Through researching organisations in my area I came across an excellent organisation called Youth and Education Service(YES) for Refugees and Migrants. YES supports refugee youth and unaccompanied minors through youth clubs, study buddy programs, outreach and cultural activities.
Our school students can take action by partnering with the YES education programme and to volunteer as peer mentors, study buddies or helping newcomer students to settle in. Organising inclusive sports and learning about and playing sports/games that the refugee children know. Raise funds or collect essential donations. Celebrate multilingual and multicultural art, music, dance, food traditions and emphasise inclusion.
By collaborating with local organisations such as YES students can make a real difference in welcoming refugees into their community. Welcoming newcomers in such ways would help reduce isolation and foster empathy and enrich school life and challenge stereotypes.
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I looked into what’s happening around Cavan to support refugees, and it turns out there’s a new refugee resettlement project starting up in Cavan later this year. About 124 refugees are expected to be welcomed into the area, which is a big step and a great opportunity for local communities to show support. Even though they might not be living here just yet, it’s still a chance for us in our School to start preparing and thinking about how we can help.
One simple way would be to have a day where we learn more about where refugees come from and what their lives are like. It would help everyone understand the challenges they face and maybe make us more welcoming. We could also set up a buddy system if any refugee children join our school—so they feel included from day one.
Another idea is to hold a welcome event or fundraiser, like a cultural day with food, music, and games from different countries. It would be fun and show that we’re an open and friendly community. Even small acts of kindness—like saying hello or helping someone find their way—can make a difference.
We currently have five students from Ukraine. They are living in a local hotel. We have worked with them by going to the hotel to meet the parents as they have transport issues, having Ukrainian lessons for 3rd to 6th class as part of say yes to languages, having an assembly for peace in Ukraine, singing silent night in Ukrainian at our Christmas concert.
one of the parents came in and prepared traditional Ukrainian food for the children. We include Ukrainian and Russian books in our libraries, we include Ukrainian folk tales in History.
we have also worked with the ISPCC in getting a block of play therapy sessions with an interpreter for the junior infant students from Ukraine, this really helped their play skills and helped them settle better into school. -
In Ireland there is an organisation called community sponsorship which is led by the Irish Red Cross, Irish Refugee Council, Doras and Nasc, this national‑level programme invites community groups to sponsor and actively welcome refugee families—providing accommodation, language support and settlement services. It is open to communities across Kildare and would be a great opportunity for the for the town in which I look in to take in some of these families. The school could send out emails of interest to families and organisations within the community. The school could then track how these families are progressing and speakers from the host families could come in and chat to the children about the challenges and experiences that they have experienced through the program.
Students and staff might help through the Kildare Volunteer Centre which is linked to the county council, assisting at events or cultural integration initiatives. Another idea is to organize a welcome event or fundraiser, such as a cultural day featuring food, music, and games from various countries. This would not only be enjoyable but also demonstrate that we are a warm and welcoming community and school. This would be a valuable lesson for our children and pupils as they are so greatly influenced by adult examples and actions.
The migration module we cover in our curriculum aligns perfectly with our School Self Evaluation (SSE) emphasis on inclusion and wellbeing. As students explore the reasons behind migration and the obstacles faced by migrants, they cultivate empathy, respect, and a deeper appreciation for diversity. This learning experience contributes to fostering a more welcoming and educated school atmosphere, ensuring that every child feels acknowledged and supported.
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The Fingal County Council have a Local Authority Integration Team (LAIT), that aims to empower individuals integrating into Irish society to live independently in Fingal communities. The LAIT work with applicants for international protection, those with refugee, subsidiary protection and permission to remain status, programme refugees and beneficiaries of temporary protection. The LAIT’s priorities include integration from day one, community engagement, human rights and equality, participation and empowerment and delivery of high standards. In order to meet these priorities they provide individuals with confidential information and advice regarding education, employment, health, community and events upon request.
To encourage our local communities to take action to support refugees and welcome them to the community I would encourage the children in my class to create posters to raise awareness. As well as that, we could host a gathering whereby people could come together to celebrate our growing intercultural community. A gathering of this sort will promote inclusion, integration, understanding and empathy.
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Cultúr Migrant Centre is a regional community organisation working with migrants, asylum seekers and refugees, focusing on the promotion of equal rights and improving the empowerment, participation and self determination of ethnic minorities. Based in Navan, Co Meath Cultúr was established in 2004 with the main purpose of promoting a multicultural Meath and facilitating the smooth integration of migrants who have chosen to live in this country into Irish society. It is a voluntary organisation that celebrates cultural diversity through education, sport, music and drama.
Cultúr brings people from different backgrounds and walks of life together. Members and volunteers join their time and efforts in order to provide advocacy and information to migrants through the Migrant Rights Initiative. They also teach an English Class. They help facilitate integration through cultural and sporting activities. They promote intercultural awareness through anti-racism and intercultural training. They also enable inter-agency involvement with migrant communities.
As a large urban school we have many children who are refugees and migrants and the topic would have to be broached sensitively and with empathy. I think the lesson outlined in this module are a great place to start. As a class we could contact Cultúr and ask how our school could welcome migrants to our locality. We could host a welcome event for recent Syranian refugees who have arrived to our school and host an intercultural afternoon in class or whole school where families are invited to share their food, history and culture.
Children could ask to sponsor a recently arrived family by donating clothes, toys, books and money. This is a great practical support from Rania’s video ”Who Do You Think I Am?” They can befriend children in the family and help them learn English during afterschool homework or chess clubs.
The lessons and outreach to community based organisations links effectively with School Self Evaluation, promoting inclusion and wellbeing for all involved.
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In Howth, we’ve seen quite a few refugees, especially from Ukraine, coming into the community. Launched in June 2022, Humanitarian Howth is an inter-church initiative based at St. Mary’s, providing a safe and supportive space for Ukrainian refugees living in Howth, Sutton, and Baldoyle. They offer things like language classes and community events to help refugees settle in and feel welcome.
In our school, we could also play a part in supporting refugees. We could have cultural exchange days where students share stories, food, or music from different countries, or create art together that celebrates diversity. Supporting initiatives like Humanitarian Howth would also be a great way for students to get involved and make a difference.
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Hi Maria,
You are right about cultural exchange days. We have one in our school and it’s extremely heartwarming to see the children coming together to share stories, home dishes, posters and music. It invites all students and even their families to be involved in such a day which lends itself to an inclusive school environment.
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There are a number of organisations in our area that work to support refugees, offering practical help with accommodation, education, language, and integration. Many communities across Ireland have welcomed people fleeing conflict and hardship, and schools have an important role to play in making sure they feel included and supported.
In our school, we could take meaningful action by starting with conversations—creating space for students to learn about why people become refugees and the challenges they face when arriving in a new country. We could organise a welcome event or a cultural celebration day to honour different backgrounds and encourage students and families to share their stories. A buddy system could also be introduced to help new students settle in.
Through Development Education, students can explore the values of empathy, fairness, and justice, while reflecting on their own role in the community. These actions also support School Self-Evaluation, helping to build a more inclusive, respectful, and globally-minded school culture.
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In Dublin, several organizations support refugees and migrants, including the Irish Refugee Council, Jesuit Refugee Service (JRS) Ireland, and the Irish Red Cross. These groups offer services such as legal aid, language support, and community integration programs. Our school can play a vital role in welcoming refugees and fostering inclusivity. We can take action by incorporating lessons on refugees’ experiences, human rights, and the importance of empathy into the curriculum through storytelling, discussions, and projects that highlight the challenges and resilience of refugees. Organizing cultural exchange events where students learn about different cultures through food, music, and traditions will promote understanding and appreciation of diversity. Collaborating with local organizations to support refugees through fundraising, donating essential items, or volunteering time can strengthen community ties. Establishing peer support programs, like buddy systems, will help refugee students adjust and build friendships. Additionally, raising awareness through posters, presentations, or social media can encourage others to get involved. By implementing these actions, our school can contribute to a more inclusive community and provide refugees with a warm welcome.
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Hi Lina,
Thanks for this. I think you have hit on something so important around raising awareness of the experience of refugees. Allowing our children to truly understand the meaning of the word and the type of conflict these people have had to flee from is so important in building the empathy you speak of. Often, we can take for granted what we have in this country and instead focus on many of its flaws. However, it is very difficult to comprehend what these people have been living through – building awareness of this through storytelling and the other means you have listed would be a really importnt first step.
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In Kildare, the AMIF Kildare Integration Project is about helping people and families who are currently living in Direct Provision Centres in County Kildare. They give refugees the skills and confidence they need to start living on their own once they get their immigration status sorted. To make this happen, they put together some programmes that will actually help them integrate into the community.
In my school we have “culture day” which invites parents/grandparents/family into the school to celebrate culture, food, stories etc. The students are invited to raise awareness through dressing in cultural clothing, creating presentations or posters, or using social media to encourage others to get involved. By incorporating these initiatives into our school we can create a more inclusive community and give regugees an inviting school environment.
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I think Culture Days are a great way of informally teaching children about all cultures and allowing children and families from other places to share their foods and traditions with us all.
We are working on creating a Cook Book in our local area, along with our local Family Support Centre to share recipes from all the different nationalities living in the local community. This would bring parents from different backgrounds together and provide a sense of community and togetherness for all involved.
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Organisations and Services in Wexford that support refugees would be Wexford County Council – Local Authority Integration team (LAIT). This organisation provides locally based integration support for refugees by offering guidance on housing, employment, welfare, health, education and legal services. There is also a small grants scheme that funds community initiatives and cultural integration events.
Wexford Education Centre promotes inclusive, refugee –welcoming environments in local schools. 8 secondary schools in Wexford have achieve Champion School of Sanctuary status.
Ways that my own school and students could support and welcome refugees would be to host Cultural Days, inviting the refugees to discuss / bring food / clothing / items from their country and share songs / stories / games / traditions from their own country too.
Integrating support for refugees into our SSE would be a great way to make inclusion meaningful and put the focus on wellbeing and school culture.
A focus group of refugees could be used to gather evidence to inform the school of its progress. Using a peer buddy system and translated communication for newsletters would also help to create a sense of inclusion. -
The Galway County Integration Team help migrants access services and supports and help them to integrate into the community. They help direct people to services that they may need, such as health care, education, training, English classes, events in the area, information on social welfare supports and employment opportunities.
A good way for our school and students to take action and support refugees would be organising multi-cultural events in our school for both pupils and parents. This would give pupils an opportunity to share information about their culture and explore others. It would give parents an opportunity to meet and talk to other parents, as this can often be difficult at the school gate.
For new pupils in our school we could organise a welcome pack for them. I would get the pupils to come up with ideas of things that they think would be beneficial for a new pupil who may not speak English. Some things it could include would be a map of the school in their language, translations of simple words that they may need to communicate. We could also organise a buddy system if there was other pupils in the school that spoke the same language.
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The Local Authority Team in Co Longford was set up to help international protection applicants and refugees become settled into their new communities. They provide a direct contact for new arrivals, helping them with any problems they might have when dealing with public services. They provide information on services like childcare and healthcare. They also aim to improve their ability to live independently, job training, education, and apprenticeships. Schools coudl organise a multi cultural day that welcomes and celebrates all nationalities in the local community. This would provide an opportunity to make everyone in the community feel welcome to the area.
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Around Naas and Newbridge in Co. Kildare, there are a few organisations supporting refugees and asylum seekers, including the Doras Luimní outreach services, the Newbridge Family Resource Centre, and of course local branches of organisations like The Red Cross, NASC, and Diversity Ireland. Many of these groups work to provide practical help such as education, language classes, and social support for refugees living in Direct Provision centres or local accommodation.
In our school, we could take action by first educating students about the reasons why people become refugees through age-appropriate stories, discussions, and video clips. Linking this to the SPHE and Geography curriculum, we could explore global conflict and displacement in a sensitive and respectful way. Students could write welcome letters or create care packages for newly arrived families. We could also organise a school-wide collection of hygiene items, school supplies, or toys for local refugee support centres.
From an SSE point of view, these actions support a whole-school approach to inclusion, wellbeing, and active citizenship. Development Education fits naturally into this process by encouraging global awareness and social responsibility.-
Hi Shane,
Thanks for your post and for sharing the work of these organisations in the Kildare area. You have touched upon the importance of children understanding what a refugee is and why people may need to leave their home countries. Education around this in general as well as current affairs globally is so important. Outlining how you have managed to integrate this into the SPHE and Geography curricula in your school is a great thing for us to see, as it can become something we look at in the integrated manner it needs.
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I work in the inner city area in Dublin so there are plenty of organizations in the area that support refugees. Two of these organizations are the Irish refugee council and Sport Against Racism Ireland (SARI). The Irish Refugee Council offers free and confidential information, advocacy, a law centre, and drop-in support tailored to refugees and international protection applicants. They address issues such as Direct Provision, family reunification, and the asylum process. Appointments and helpline services are available. SARI uses sporting events and programmes to foster integration and combat racism. Their initiatives include the “World Refugee Day Fair Play Football Cup,” promoting community building through sport.
SARI have visited my school on several occasions and provided workshops for the more senior classes. These workshops were beneficial as there are many refugee students in the school. Students who took part in these workshops really enjoyed it and learned a lot from it. Schools and students can play an important role in creating inclusive, welcoming communities for refugees. Teacherss could integrate refugee stories, global migration, and human rights into subjects like CSPE, SPHE, English, History, and Geography. As a school, we are always very welcoming and understand that the children are coming from a huge variety of backgrounds and experiences. Diversity and inclusivity is always celebrated and we encourage all the children in our school to share their stories. We find a lot of the local students are fascinated by these stories. We also celebrate culture week where students get to wear clothes from their own countries and we also get to try a variety of foods from different cultures.
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Hi Odhran, I really enjoyed reading your post. It’s great to hear how SARI and the Irish Refugee Council are actively supporting schools in your area, especially through workshops that bring real engagement and understanding. I think your Culture Week sounds like a fantastic initiative—it’s such a positive way to celebrate diversity and encourage students to share their stories. Integrating refugee experiences into subjects like CSPE, SPHE, and History, as you mentioned, is such a powerful way to connect learning with real-world empathy. It’s inspiring to see how your school is fostering an environment where every student feels valued and included.
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Love that they have provided workshops. I will definitely have to look into this. There is something about students hearing things not from your teacher that makes it feel more important and in turn creates more of a drive to take action. I love the sound of that organisation, it would definitely be a very useful place for many people and will be something I look further into.
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The main organisation that I have found in my locality that work with refugees is the Cork Migrant Centre which provides support to refugees and ensures they have access to any services they may need to make their day to day lives easier. At a more national level, NASC ensure the rights of refugees and aims for an equal and inclusive Ireland. At a school level, from a personal perspective, our school is already such an inclusive place for both students and staff alike. We have students from all walks of life including a number of students who are refugees. In school, every year we hold a multicultural day where all students are given the opportunity to exhibit their nationality including their national clothing, food, flag etc. In this way we are acknowledging the range of nationalities in our school and he students are always thrilled to showcase their country. As a school it is very important to be aware of what these children may have gone through prior to their arrival. Therefore, its very important that plans are put in place to support these children and ensure a smooth transition into the school. Other ideas include holding a fundraiser for an organisation like Cork Migrant Centre, encouraging students to make donations to organisations that support Refugees, follow and share updates online from these organisations and asking a speaker from the Cork Migrant Centre to the school to tell us about the work they do and perhaps a visit to the Centre could also be arranged.
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The main organisation that I have found in my locality that work with refugees is the Cork Migrant Centre which provides support to refugees and ensures they have access to any services they may need to make their day to day lives easier. At a more national level, NASC ensure the rights of refugees and aims for an equal and inclusive Ireland. At a school level, from a personal perspective, our school is already such an inclusive place for both students and staff alike. We have students from all walks of life including a number of students who are refugees. In school, every year we hold a multicultural day where all students are given the opportunity to exhibit their nationality including their national clothing, food, flag etc. In this way we are acknowledging the range of nationalities in our school and he students are always thrilled to showcase their country. As a school it is very important to be aware of what these children may have gone through prior to their arrival. Therefore, its very important that plans are put in place to support these children and ensure a smooth transition into the school. Other ideas include holding a fundraiser for an organisation like Cork Migrant Centre, encouraging students to make donations to organisations that support Refugees, follow and share updates online from these organisations and asking a speaker from the Cork Migrant Centre to the school to tell us about the work they do and perhaps a visit to the Centre could also be arranged.
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The main organisation that I have found in my locality that work with refugees is the Cork Migrant Centre which provides support to refugees and ensures they have access to any services they may need to make their day to day lives easier. At a more national level, NASC ensure the rights of refugees and aims for an equal and inclusive Ireland. At a school level, from a personal perspective, our school is already such an inclusive place for both students and staff alike. We have students from all walks of life including a number of students who are refugees. In school, every year we hold a multicultural day where all students are given the opportunity to exhibit their nationality including their national clothing, food, flag etc. In this way we are acknowledging the range of nationalities in our school and the students are always thrilled to showcase their country. As a school it is very important to be aware of what these children may have gone through prior to their arrival. Therefore, its very important that plans are put in place to support these children and ensure a smooth transition into the school. Other ideas include holding a fundraiser for an organisation like Cork Migrant Centre, encouraging students to make donations to organisations that support Refugees, follow and share updates online from these organisations and asking a speaker from the Cork Migrant Centre to the school to tell us about the work they do and perhaps a visit to the Centre could also be arranged.
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In my local area, the Irish Red Cross works closely with refugees and asylum seekers, providing housing, language support, and integration assistance. There is also a nearby MASI (Movement of Asylum Seekers in Ireland) group that advocates for refugee rights.
Our school could support these efforts in several ways. We could run a welcome project, where students prepare multilingual greeting posters, organise a cultural exchange day, and create “welcome packs” with local maps, children’s books, and small essentials. Linking with the Irish Red Cross, older pupils could arrange a fundraiser—such as a charity walk or bake sale—to support refugee services. Classroom lessons could explore migration stories, encouraging empathy and understanding.
By engaging with these initiatives, students learn about global displacement, human rights, and solidarity. They also see that small, local actions—like a friendly welcome—can have a big impact on someone’s ability to feel at home in a new place.
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In Phibsborough, Dublin, the local community has shown remarkable support for refugees through initiatives like Phibsborough For All. This grassroots group has successfully resettled individuals under the Irish Refugee Protection Programme, providing essential support for refugees from Afghanistan facing persecution. Our school can contribute by collaborating with such organisations to welcome and support refugees. We could organise donation drives for essential items, raise funds for resettlement efforts, or create welcome kits for newly arrived families. Additionally, students can engage in projects that promote cultural understanding and empathy, such as learning about refugees’ experiences and sharing stories through art or presentations. By partnering with local groups and involving students in these initiatives, we can foster a supportive environment that helps refugees integrate into our community.
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There is LAIT- the local authority integration team in Westmeath but to be honest, I know very little about this. Our school is a DEIS school and we have a very diverse school population. We get a good number of Ukrainian students. We have a number of supports that we employ which have evolved as we learn. We have an EAL teacher and IT support for students that arrive with no English language. Some students help with buddying and translation to help students settle in. We might have a couple of older students to help them navigate their way around the school or be a playground buddy especially at the start. A good portion of our students might not be refugees or migrants but they have moved with their families from another country and so they tend to be very supportive and understanding. We try let the students integrate in a low key manner. In the past (old management), they would be asked to introduce themselves, say a few words about their country etc and this was really unhelpful. Now we are much better at letting them settle in and support where support is needed.
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I work in a small school in County Mayo and honestly I’d no idea of what groups there are in my area that support refugees. From researching I found that there is a Refugee Resettlement Programme that is paving the way for new refugees to integrate into community life. Our school could partner with them to create welcoming initiatives, especially with families that have young kids
One idea would be to organise a “Welcome to Mayo” morning where newcomers and our students share stories and culture with regards to language or art, showing solidarity and empathy. Our senior pupils could become language buddies, offering casual English conversation sessions while learning about other cultures. We could also invite a speaker from the organisation to run a short workshop for staff and students on cultural sensitivity and inclusive practices, they could explain to children how best to show inclusion.
I have 5th and 6th classes so one idea would be to assemble “Welcome Packs” for newcomer children with locally made maps, stationery, friendly notes and helpful numbers or tips to resettle. Small, thoughtful actions like these would show that our school is not just a school, it’s a welcoming community, ready to support new people of different backgrounds.
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In my area of Dublin, there are several different English classes available for migrants. These are free and allow new arrivals to the community to integrate with those who already live there.
I feel that my students and I could get involved by creating English classes run by and for children. All of the ones which I can see involve mostly older adults helping in the local community. Relaxed social clubs where children can practise their English – perhaps integrated as an after school club. My school has a lot of children who speak English as a second or even a third language, so I feel they could relate to and support children who are learning the language. It would be great to do this in a relaxed and friendly manner. These could be mixed with other activities (e.g. sport, art, games) rather than a focus on formal language lessons, rather, learn by doing and promote friendships and kindness while doing so.
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An organisation that supports refugees in my local area is the Clonakilty Friends of Asylum Seekers. The orgranisation supports refugees living in the Clonakilty Lodge Accommodation Center since 2002. The organisation offer support in many ways. They offer support in living in Clonakilty, social welfare entitlements, support with the asylum service, housing supports and support with employment. On a day to day basis local people volunteer their time running homework clubs and bringing children on trips to local activities such as rock climbing and zip lining. What is really clever and enterprising on their part is an SOS section on their website. This section provides help in a variety of languages; Albanian, Urdu, Arabic and Soomaali. The organisation has created a beautiful mural in the center of the town. It is symnbol of how welcoming the town of Clonakilty is.
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The Irish Red Cross is an organisation that works with refugees in Dublin in particular working really closely with Ukrainian Refugees, where they match Ukranian people seeking refuge in Ireland with people throughout the country.
In my school, we have a number of children and families that are refugees. We include their native language in displays and signage across the school. Provide books in their language which helps them feel included and give them an opportunity to read and share their experiences. In order to take action, the school community is very active and live at the school and giving refugee families an opportunity to connect with others in the school who speak the same language and provide support, guidance and friendship would be a really helpful tool help them settle and feel welcomed. As for children, they can create posters and signs for the school and local community promoting the inclusivity aspect that the school and community has to offer!
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In researching this, I was heartened to find a couple of organisations working with refugees in the community of my school – The Welcome Project & The Ecumenical Project Team. These organisations carry out fundraising for displaced individuals but are also committed to providing non-financial support to those who have escaped the trauma of conflict. The groups fundraise both for funds, and “in-kind”, such as services and local knowledge to assist with enroling in schools, register for medical services and to help with the practicalities of integrating into a new community.
The school and pupils can get involved by helping with fundraising, but also in simply being welcoming to any refugees in the community. The Plan lesson plans are ideal for providing students with context and developing empathy.
I must look into the resource “Brothers Across Borders” (https://brothersacrossborders.com/en/) mentioned by Elaine.
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Ukrainian Laois Support Association (ULSA): This community-led group focuses on uniting and supporting Ukrainians in Laois. They offer a range of services:
Free English language courses, adult education (e.g. yoga, cooking, barista skills), and school access for children
Psychological support, community activities, and sports/social clubs
Help with accommodation.In school, I recently taught two sisters from The Congo, they arrived with no family near, some other siblings dotted around the country. They were fostered and are doing well. However, their background was not known, we did not know what these children had been through and the psychologist told us not to ask pressing questions about their family etc. I made a welcome buddy system in their class where each day a child in clas would spend the day with them on yard. It worked well as the girls had no English so a friendly face was important.
I think setting up donation banks would be a brilliant idea and maybe have a speaker in from local organisations that assist refugees. Allowing the children to present a project to their class based on their home country, allow us to gain some insight. Some children, even though now safe will of course miss their homes country and keeping this in mind is very important.
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There are several organisations in Dublin that actively support refugees, including the Irish Refugee Council, MASI (Movement of Asylum Seekers in Ireland) and the Dublin Simon Community. These groups provide refugees with legal advice, accommodation support, advocacy and opportunities for social integration. At my school, we could take simple yet meaningful actions to welcome refugees and asylum seekers into the community. For instance, we could organise donation drives for clothing, books, and stationery; invite speakers from refugee organisations to raise awareness; and organise cultural exchange activities where students can learn about different traditions and experiences. We could also introduce buddy systems to help refugee children feel more supported when joining the school community.
This module on migration also connects with School Self-Evaluation (SSE). By reflecting on inclusivity and intercultural awareness, schools can set specific goals to improve their practices. These could include developing a more culturally responsive curriculum, strengthening community partnerships, and ensuring that refugee families feel fully part of the school environment.
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After doing some research, I discovered that there are a number of organisations working to support refugees in South Dublin. One organisation that stood out to me was ‘City of Sanctuary Dublin’, which helps schools become more welcoming through its “School of Sanctuary” programme. The Irish Red Cross also runs Community Sponsorship, where local groups support a refugee family as they settle into the area. It is important to make students aware of the work of such important organisations in their local areas
One step would be to learn more about the experiences of refugees. We could invite a speaker to share their story or explore lessons that focus on migration and belonging. Students could then take action by organising a cultural day, writing welcome cards to families, or using their initiative to work with a local sponsorship group. These simple actions help pupils understand global issues while also making a difference locally, creating a stronger, more inclusive community in South Dublin. -
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The Cork City of Sanctuary works with refugees. They work with local community groups to welcome refugees and promote inclusion. I think its very important for children that have joined our school communities to be shown kindness and empathy. They have gone through massive upheaval in their young lives and school communities should provide a safe space for them to recover and grow both socially and academically. I think story books or picture books about refugees are great to give other children an understanding of the situation and to promote empathy and inclusion. I also like the idea of a buddy system where one child is happy to be assigned the role of the buddy and will help settle the new child into the school by showing them around, introducing them to other students and fill them in on the general happenings of the school. Development Education can feed into school self evaluation by focusing on inclusion, respect and empathy and encouraging our students to look out for and help one another.
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In a local community near me refugees have been successfully integrated with the help of the local community. A member of a local community group believes that the communitys decision to get to know these refugees is what made a difference. They have been involved in community volunteer projects such as tidy towns and helping at local events. This has allowed people to interact in a positive way. Members of the community also explained the local area and culture to help with this integration and avoid conflicts or past difficulties. The Local Development department supports local groups and initiatives. The local family resource centre also provides supports.
The Schools of Sanctuary programme uses the framework of learn, action and share to show they are a place of welcome and inclusion. The Global Development lesson plans support the schools of sanctuary learning step of the framework. As a nondenominational gaelscoil we teach the Croi na Scoile programme which teaches about and celebrates other cultural and religious festival and events. This is part of the action step of the schools of sanctuary framework. Our school could commit to engaging fully with the schools of sanctuary programme and integrate the global development lessons into it, along with the existing croi na scoile programme. -
While researching organisations that work with refugees and asylum seekers in my area, I came across the Dun Laoghaire Refugee Project.
The Dun Laoghaire Refugee project was founded in 2001 and is an entirely volunteer run organisation. The organisation currently has 13 volunteers. They run weekly drop in centres every Monday evening. At these drop in centres, the volunteers aim to provide asylum seekers with practical advice and information, particularly around the education system in Ireland, friendship and emotional support. Where they can, the Dun Laoghaire Refugee Project also provides practical help through funding for course administrative fees and transport for students. They remain in regular contact with students they work with to help provide them with support they may need to complete their studies.
To support asylum seekers and refugees in the area and help them to feel welcome and supported, my school could work with the Dun Laoghaire Refugee Project to include more children from outside the immediate school community in afterschool clubs and camps to foster friendships and cultural exchange.
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Hi Ailbhe. Thanks for your post on this. What you’re doing with the Dún Laoghaire Refugee Project is brilliant. Inviting the children to clubs and camps is a great way to help build friendships and make connections. One thing we’ve done in our own school that worked really well was a cultural exchange day. We’d have families from various cultures come in and share things from their various backgrounds, such as food, music, stories, or whatever they liked. It was a huge success and a lovely way to build community.
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In my research, I discovered that groups such as Waterford Integration Services and the Waterford New Communities Network support refugee and migrant families across the county. Locally in Dungarvan, volunteer-led initiatives like Déise Refugee Response have also been active in helping families to settle into the community with language support, social events, and practical assistance. These are excellent organisations for schools to link with, as they already have strong relationships with newcomer families.
In our primary school, we could focus on making refugee children feel truly welcome from their very first day. For example, we might introduce a “buddy system” where two classmates are paired with each new arrival to show them around and play with them at break times. A welcome board in many languages could be created by students, celebrating diversity and showing respect for different backgrounds. Linking to Development Education, teachers could explore themes such as “home and belonging” or “journeys” through stories, art, and SPHE, helping all children develop empathy. Within School Self-Evaluation (SSE), we could choose “wellbeing and inclusion” as a theme, collect pupil voice through simple class surveys, and set targets like “all pupils feel they belong in our school community.” By monitoring progress, we ensure this becomes a sustained part of school life rather than a once-off event.
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Thanks for your post Kayleigh. You have suggested some solid, practical ideas for helping refugee children feel included. Linking it themes like ‘home and belonging’ from the Development Education programme is a nice touch. The buddy system and welcome board that you mention are good examples of simple things the children themselves can do to feel involved
One other idea you could try is to involve the parents. Invite newcomer families to a class or school event to share something from their culture, like food, music, etc. It’s a great way to build connections with the school community.
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ASSIGNMENT 4
The intercultural drop-in centre, Tallaght is an organisation that was established in 2003 that works with refugees in my community. The centre is a first point of contact for migrants and refugees. It offers a meeting point, it delivers English language classes and helps connect migrants and refugees to local services.
In our school we are fortunate to have a home school liaison officer. This role is instrumental in reaching out to new and indeed existing families and offering them support. They provide support through Home Visits, Parent classes/courses, Transition Programmes and they also offer information on other family supports available locally. The atmosphere in the school is one that fosters inclusivity and kindness. Teachers make a huge effort to support other customs and traditions. This year a parent from Romania came to class to talk about Romania and her experiences of moving to Ireland. The children were so interested and loved coming up with questions for her and hearing all about her journey.
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I teach near Balseskin National Reception Centre in North Dublin. The Fáilte project in Balseskin is run by the Jesuit Refugee Service. This project links with local agencies to provide a supportive and welcoming experience to refugees. The project promotes positive mental health through the provision of psycho-social education, information and advice and offers training opportunities to enhance wellbeing through the development of new skills. There is a strong link with the CDETB- (City Dublin Education and Training Board) in the area. There are courses in English, computers and football and gardening activities on offer to people in the reception centre.
In my role as Home/School Community liaison coordinator, I work with the refugee centre and other agencies to support families with the transition into our school. I do this by visiting the centre, providing welcome packs with uniforms and school materials for the children and I link closely with parents around any additional supports they need to help their children settle in our school. -
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I recently looked into organisations in the Lucan area that support refugees, and two stood out. First, the South Dublin County Partnership’s Migrant Integration Team based in Clondalkin and Mountain Park, offers vital supports like ESOL classes, drop-in consultations, and advocacy for families and children adjusting to life in Ireland (South Dublin County Partnership). Second, Spirasi, Ireland’s National Centre for Survivors of Torture, provides holistic rehabilitation services, including education and befriending programmes for refugees and asylum seekers.
I believe our school and students could play an active role in supporting these efforts meaningfully. We might run a welcoming-engagement project where classes partner with the Migrant Integration Team to collect materials (books, school supplies), organise joint storytelling or art sessions, or host a “welcome day” to help refugee children feel part of the school community. Students could learn about Spirasi’s work and hold a solidarity art exhibition or fund-raising bake sale to support its befriending programmes. These actions could be directly tied to Development Education methodologies—promoting empathy, collaboration, and global awareness through hands-on, community-centred learning.Embedding such initiatives within our School Self-Evaluation (SSE) framework would strengthen our school’s focus on inclusion and wellbeing. We could evaluate how these actions impact student attitudes, newcomer integration, and classroom culture, ensuring refugee support becomes a continual and measurable pillar of our school’s commitment to global citizenship.
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From the research I’ve gathered, as there are not many refugees who have entered our school since I’ve began working there, I found a few different partnerships that work in the area. There are several services supporting refugees and people seeking protection that our school can link with such as South Dublin County Council’s Local Authority Integration Team (LAIT) and Migrant Integration Forum, South Dublin County Partnership’s and Irish Red Cross Migration Services.
Ways in which our school can contribute to supporting refugees and families in direct provision are:
– setting up a buddy system to help EAL students.
– using multilingual labels or noticeboards where possible.
– reading stories about refugees in the classroom to help others understand why people leave their homes.
-design a “know your community” poster, with local library, clubs such as GAA and other supports around the area.
– hosting culture days with food, traditional clothing and music.These link directly to our School Self-Evaluation by promoting inclusion, and showing clear outcomes in areas like respect, empathy, and diversity.
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