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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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In my local community, organisations such as the Irish Red Cross and the Irish Refugee Council provide support to refugees and people seeking international protection by providing accommodation support, education, advocacy and assistance to integrate into local communities.
Teachers and Schools have an important role to play in helping refugee children to feel welcomed and included. One way that I would support this is by reading stories and playing videos prior to the new children starting in school. I would also introduce a buddy system, where new pupils are paired with classmates to support and welcome them into the classroom. This can help the new child to settle and develop understanding and assist in the building of positive friendships.
Teachers can celebrate different cultures through books, music, art, food and languages. This can help children to appreciate and welcome diversity and inclusion within he classroom. Classroom discussions around kindness, empathy and human rights can help children understand the reasons why families may be forced to leave their homes due to war and conflict.
This module could contribute to the School self-Evaluation process by encouraging the school to review how effectively it promotes inclusion, equality and intercultural awareness. Setting SSE targets around welcoming new families, celebrating diversity and fostering respectful relationships would help create a school environment where every child feels safe, welcomed and included.
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I really like your idea of celebrating different cultures through books, music, art, food and language Yvonne. It’s a really natural way to make diversity visible and valued in the classroom. A “local food day” or cultural sharing day would be a lovely practical example of this, as it helps children experience and appreciate different backgrounds in a fun, inclusive way while also building empathy and understanding.
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I too really like you buddy system, its so nice to ask children to help another child to settle in/ keep an eye on them. I find the children like the responsibility of helping another child. Sometimes in our school we see if we have other children who speak their language and we allow these children to visit the classroom and let them speak in their own language. we find it can help them to settle in, when they meet someone who they can have a chat to on the yard or at break times.
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We have paired up new children with others who speak their language (where possible) too Fiona, and have found it really helpful. It helps the new child to settle in, and also helps the class teacher and classmates, who can sometimes struggle to communicate with a new non-English speaking child over the initial few days.
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I really like your proactive approach to preparing the classroom before a new child even arrives by using stories amd videos. It’s such a gentle and effective way to build empathy and understanding early on. Your idea of a buddy system is also fantastic. It takes the pressure of a new student and gives the existing classmates a real sense of responsibility and active citizenship. Celebrating diversity through music, art and food makes learning so vibrant and ensures that inclusion isn’t just taught, but actively lived in your classroom.
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There is an organisation named Doras which supports migrants and refugees in my area. I t started up in 2000 as a response to the introduction of direct provision services.
I think one of the most difficult things for facilitating integration and inclusion is language barriers .Therefore I would encourage schools to use Google translate for school correspondences and make use of any technology that helps allow parents of children starting school fully understand the rules and policies of the school.
Class teachers can use immersive reader features to help keep children who are EAL children focus on text and maybe they could read text in their own heritage language and then it would be translated into English. That way the child feels included and the children in her class gain an insight into the new pupil’s background etc.
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Language barriers definitely are barriers for parents in many schools who have arrived from other countries. Along with having access to EAL support in school, the option of having an extra chromebook/laptop in the classroom with access to Google Translate can help reduce pressures for children who are learning English as a second language. Often pairing children who speak the same first langauge together can also help to reduce anxiety around langauge barriers. The children should be encouraged to speak their first language as much as possible also. It also provides a great opportunity to introduce another language to the class.
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There is an organisation named Doras which supports migrants and refugees in my area. I t started up in 2000 as a response to the introduction of direct provision services.
I think one of the most difficult things for facilitating integration and inclusion is language barriers .Therefore I would encourage schools to use Google translate for school correspondences and make use of any technology that helps allow parents of children starting school fully understand the rules and policies of the school.
From a SSE perspective we plan to translate all support plans into the home language of the child and we use a feature to translate end of year reports too
Class teachers can use immersive reader features to help keep children who are EAL children focus on text and maybe they could read text in their own heritage language and then it would be translated into English. That way the child feels included and the children in her class gain an insight into the new pupil’s background etc.
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Hi Noreen,
Thanks for your engagement in Module 4.
Highlighting the work of organisations like Doras provides vital local context for welcoming refugees.
Working to remove language barriers using digital tools like Google Translate and Immersive Reader is a simple, practical way to foster immediate inclusion for EAL pupils and their families.From a School Self-Evaluation perspective, translating support plans and reports fits perfectly under the Learner Experiences and Teacher Practices dimensions. It provides tangible evidence of your school’s structural commitment to communication, equity and active inclusion.
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I really enjoyed reading your reflection. I particularly liked your idea of preparing the class before a new pupil arrives through stories and videos, as this helps to build understanding and empathy from the beginning. The buddy system is also a simple but very effective way of helping refugee children feel welcomed and supported. Your link to School Self-Evaluation is excellent, as promoting inclusion and intercultural awareness should be an important part of every school’s improvement journey. Small actions like these can make a lasting difference in helping every child feel that they belong.
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In our school, we already make every effort to ensure that refugee and newcomer pupils feel welcomed and supported from their very first day. Where possible, a new pupil is seated beside a classmate from the same country or who speaks the same language, helping to ease the transition into a new school environment. If there is no child from the same country in their class, we ensure they have opportunities to meet and spend time with pupils from their native country throughout the school day. These pupils can check in with them, help them navigate school routines, and offer reassurance and friendship as they settle into their new surroundings. As a school community, we also create welcome cards with warm greetings written in the child’s home language to let them know they are valued and that they belong. We work closely with families to ensure they have everything they need for their child’s education, providing school uniforms, books, and essential equipment where required. We also signpost families to local charities and community groups that can offer additional practical and social support as they settle into life in the area.
I believe there is also great potential for our pupils to work alongside local organisations that support refugees, helping to strengthen the connection between our school and the wider community. Pupils could organise welcome packs, participate in fundraising or donation drives, and write messages of friendship for newly arrived families. Representatives from local refugee support organisations could be invited into the school to share their experiences and explain how communities can make newcomers feel welcome. During a Global Awareness Week, pupils could celebrate the cultures, languages, music, and traditions of countries represented within our school community, helping to foster understanding and inclusion. These experiences would encourage children to become active global citizens who recognise that small acts of kindness and compassion can have a lasting impact.
Our English as an Additional Language (EAL) staff also play an invaluable role in supporting refugee and non-national pupils. Their dedication, care, and expertise help children develop their English language skills while ensuring they feel safe, included, and confident in their new environment. This whole-school approach reflects the values of development education by promoting inclusion, empathy, respect for diversity, and a strong sense of belonging for every child.
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I really enjoyed reading your post. It is clear that your school has created a very welcoming and supportive environment for refugee and newcomer pupils. I especially like the buddy system and the idea of writing welcome cards in a child’s home language. Small gestures like these can make a huge difference in helping children feel safe and included from their first day.</p>
I also think your ideas for involving pupils in fundraising, creating welcome packs, and celebrating different cultures are excellent ways of promoting empathy and understanding. Inviting local refugee organisations into the school is another great suggestion, as it helps children make real-life connections to what they are learning. I agree that the work of EAL teachers is invaluable, not only in developing language skills but also in helping children build confidence and a sense of belonging. Your whole-school approach is a great example of how Development Education can be put into practice every day. -
Hi Deborah, thank you for engaging in Module 4 and for this highly practical reflection. Acknowledging the vital work of the Irish Red Cross and the Irish Refugee Council grounds this topic perfectly in the Irish context.
Your ideas, including a classroom buddy system and celebrating diversity through art, music and language, are wonderful ways to foster an inclusive environment. Connecting these initiatives to the School Self-Evaluation (SSE) process is fantastic. Setting specific targets around intercultural awareness, pupil well-being and inclusion provides a clear roadmap for creating a genuinely welcoming school culture. Fantastic!
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Hi Yvonne, many thanks for your engagement in this module and for your response.
Your compassion is evident in this reflection through the recognition of organisations like the Irish Red Cross and the Irish Refugee Council. Your practical classroom interventions—such as using stories and videos to build empathy before a child arrives alongside a supportive buddy system—are fantastic examples of inclusive practice. Connecting Development Education to SSE process is highly appropriate; setting clear targets around intercultural awareness, diversity and respectful relationships ensures that your school policy actively cultivates a safe and welcoming environment for every single family. -
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<p class=”PDq2pG_selectionAnchorContainer” data-start=”567″ data-end=”894″>In North Mayo, organisations such as Mayo North East and WIN Mayo work with refugees, Ukrainian families and other people who have recently arrived in Ireland. Mayo North East has an office in Belmullet and provides support through its social inclusion and Ukrainian community programmes.Our school could support refugees by creating a genuinely welcoming environment for children and their families. Pupils could help design a multilingual welcome booklet showing important places in the school, daily routines and useful words or phrases. We haveA buddy system helping newly arrived pupils develop friendships and feel included during lessons and yard time. The school could also invite a local support worker to speak to staff and pupils about migration, while ensuring that individual children are never pressured to share difficult personal experiences. We would need to ensure that this isnt just a tick the box activity and that inclusion and awareness are part of every day life in our school Students could also take action by creating welcome posters, collecting suitable books in different languages and examining whether the school library represents children from diverse cultures and backgrounds. Linking with Mayo North East could ensure that any action responds to what families actually need rather than making assumptions.</p>
<p data-start=”1800″ data-end=”2070″ data-is-last-node=”” data-is-only-node=””>This module could contribute to SSE by helping us examine pupil belonging, inclusion, communication with families and access to the curriculum. Pupil and parent voices could be gathered to identify what the school does well and what could be improved.</p> -
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There is a wealth of information available on one of the links shared in the additional resources part of this module. It is titled Solidarity with Refugees: 10 Things You Can Do to Help in Ireland. There are programmes and opportunities all over the country that would be suitable for many schools to take part in.
The PTA in my school is very active and always coming up with inventive ways to both fundraise and help out the families in the school. They work hard to support the families in the school and the local community so they would be of great assistance with any initiative the school would roll out. There have been some families who do a lot to support refugees at a family level. Raising money and hosting refugees when needed.
In terms of directly supporting refugees there is a lot our school could do. I think a great starting point is in the teaching of the topic at school. Raising children’s and families awareness of the topic and issue as well as the ways in which they could help. There’s a lovely programme involving pairing up with a family in direct provision with children slightly younger than your own. You’d pass down clothes, toys, equipment as needed to this family. I think this would be a great programme to support as it doesn’t have a financial burden on the families in our school but it greatly helps families in direct provision. -
Pairing children up in a buddy system is a great way to support children in their transition and move to another country and school. Sharing books, food, languages is a great thing too. You’re right in what you said about teachers and students playing an important role in helping children who have come from another country, for what ever reason to settle into their new surroundings, making them feel welcome.
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After reading your reply, I like your idea of how you are taking a proactive approach by preparing the class before a new child arrives, using stories and videos to introduce the idea of diversity and inclusion. It is a very inclusive and effective way to encourage empathy and understanding from an early stage. Your idea of having a buddy system is excellent, as it can help a new pupil feel more comfortable and supported while giving the other children a sense of responsibility and encouraging them to become active members of the school community. I also love the idea of celebrating different cultures through music, art and food.
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I love the idea of having a buddy system. As was mentioned during this course, we need to give children agency and help them feel that they can take action (rather than just teach them about these big issues and then leave them feeling overwhelmed and unable to help). The buddy system gives them this opportunity for action and enhances empathy and makes it more personable
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In my local community there are organisations such as Crosscare and the Migrant Rights Centre Ireland that support refugees and people seeking international protection. They provide practical help, advice and advocacy. They also support families as they settle into life in a new country.
In school, I think it is important that inclusion starts straight away. Simple things like clear classroom routines, visual supports and welcoming activities can make a big difference for a new pupil. I would also make sure classmates are encouraged to be friendly and supportive so no child feels left out.
I would use SPHE lessons and circle time to help children talk about fairness, respect and belonging. Using stories and real life examples can help pupils understand why people may move countries and what challenges they might face. This helps build empathy in an age appropriate way.
From an SSE point of view, this links well with inclusion and wellbeing. The school could review how new pupils are supported and how diversity is recognised in everyday practice. It also encourages reflection on how the school builds a positive and respectful community for all children
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Hi Sarah, this is an excellent, practical reflection. I agree with your focus on immediate, everyday inclusion through visual supports and structured routines. Linking this directly to SPHE and School Self-Evaluation (SSE) is a good idea as it shifts the focus from a one-off project to embedded school practice, ensuring longevity.
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Hi Sarah , this is a good reflection on module 4. I agree with your idea on immediate , everyday inclusion through visual supports and structured routines . These children will require a lot of time, support, empathy , kindness and patience from everyone . We can display posters , get books and do lessons that represent different cultures , organise an intercultural day , organise speakers and empower each other as to why this is happening .
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Hi Sarah,
Thank you for your engagement with Module 4 and for sharing this thoughtful reflection. It is wonderful to see you highlight the invaluable work of Migrant Rights Centre Ireland and others in supporting families as they settle in.
Your focus on immediate inclusion through clear routines, visual supports and circle time is highly practical and effective for building empathy in an age-appropriate way. Linking these efforts to the School Self-Evaluation (SSE) process under inclusion and well-being is excellent. It provides a meaningful way for schools to review their practices and ensure that diversity is actively celebrated within the school community.
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I agree that inclusion needs to begin from the moment a child enters the school. Your emphasis on clear routines, visual supports and supportive classmates shows how small practical actions can help a new pupil feel safe and valued. I also like your use of SPHE, circle time and stories to build empathy. Linking this to SSE could help ensure that welcoming practices are consistent across the whole school community.
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When looking at organisations supporting refugees and migrants, one relevant local example in South Dublin is the South Dublin County Partnership Migrant Integration Project. This service supports migrants and refugees through integration programmes, English language support, and access to education, training and community services. It highlights that migration is not just a global issue, but something that is directly relevant within our local community.
In schools, I think the most important action is creating a welcoming and inclusive environment for all pupils. This can include buddy systems, as was mentioned above, for new students, celebrating different cultures within the classroom, and ensuring that resources and displays reflect diversity. Simple, everyday practices can have a big impact on a child’s sense of belonging.
Students can also engage through awareness activities, cultural sharing, and projects that build empathy and understanding of different experiences. This links closely with SPHE and SSE priorities around inclusion, wellbeing and equality for all learners.
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Like Sarah we try to be open and welcoming to new children joining the school. We have a home school community liaison Teacher and she is good at putting families in touch with supports in the community. We have a parents room where parents can meet other parents who might be from the same countries. We have invested in translators so we can speak to children who might not have much English and the translators can help open communication and help settle them in. Usually I prepare the class for a new child’s arrival and the children are always very willing to help settle a new child in.
Through the SSE we have a culture week where children/ families are invited in to share their cultures, foods, dress from the home countries. Our EAL Teachers and home school liaison Teacher do a lot of work to help embed awareness of belonging and Global citizenship.
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Hi Aisling I really like your focus on South Dublin County Partnership Migrant Integration Project, as it clearly shows how integration support is happening at a local level and not just internationally. Your emphasis on everyday school practices is very important too, especially buddy systems and inclusive displays, as these small actions can strongly influence a child’s sense of belonging. I also agree that linking this work to SPHE and SSE helps embed inclusion and wellbeing across the whole school rather than treating it as a one-off topic or event.
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In researching local support structures, organisations like the Irish Refugee Council and regional dynamic networks (such as local partnership companies and volunteer centres) do incredible work facilitating integration. For a school community, welcoming refugees requires moving from passive empathy to structured, inclusive action. One impactful way my school and students could take action is by working towards becoming an official “School of Sanctuary.” This initiative encourages students to actively build an environment of hospitality, safety, and celebration of diversity.
To practically implement this, students can establish a peer-led “Welcome Committee” to help newly arrived students navigate school life, translating key welcome materials and organising intercultural language cafés. This local action directly addresses global issues of forced migration and human rights at a grass-roots level.
From a SSE perspective, this initiative provides an excellent framework for looking at the “School Ethos” and “Learner Experiences” dimensions. We can track the impact of our sanctuary initiatives through focus groups and inclusive climate surveys. Gathering this qualitative data feeds directly into our SSE cycle, allowing us to evaluate how effectively our curriculum and school culture foster a genuine sense of belonging and active citizenship among all students.
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I think the idea of becoming a School of Sanctuary is fantastic and something I would love to see our school adopt in the future. It provides such a positive framework for creating a welcoming, inclusive environment where every child feels safe, respected, and valued, regardless of their background.
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Hi Marian, thank you for engaging in Module 4 and for sharing this reflection.
Aiming to become an official “School of Sanctuary” is an incredible initiative that beautifully turns empathy into real, structured action. The idea of peer-led welcome committees and language cafés is a fantastic way to get students involved.
Your approach to SSE is absolutely spot on too; using focus groups and surveys to look at school ethos and learner experiences is a great, practical way to track true active citizenship.
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Reflecting on our local community here in Tralee, there is vital work being done right on our doorstep. The Tralee International Resource Centre (TIRC) on St. John’s Street stands out as a brilliant pillar of support. They provide everything from English conversational classes and family support to managing an intercultural social hub called the Coffee Pod.
As a school, there is so much we can do to echo this welcoming spirit within our own school walls. We could take action by partnering with TIRC to establish a peer-mentoring or buddy system for newly arrived young people. School can be incredibly daunting when you are navigating a new language and culture; having a local peer to sit with at lunch, show them around Tralee, or help explain school routines can make a world of difference.
Additionally, we could organise an intercultural awareness week, (which we habe done in the past) hosting food stalls or language-sharing workshops. Setting up a donation drive for school supplies or sports gear to support families living in local accommodation centres like Atlas House would also be a brilliant, practical step also.
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Hi Johnathan, this response is a deeply community-focused reflection. Your choice to highlight the incredible work of the Tralee International Resource Centre and Atlas House roots your ideas in a very real and meaningful context.
Your suggestions for a peer-mentoring buddy system to ease the transition for new arrivals alongside a donation drive for school and sports supplies are highly commendable. Reviving your intercultural awareness week is another fantastic way to celebrate diversity. All practical actions that link SSE and active promotion of inclusion and global citizenship.
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In Ennis, Co. Clare, there are a number of organisations already working to support refugees and people seeking international protection. For example, the Clare Immigrant Support Centre, based in Clonroad Business Park, provides advocacy, translation, and practical support to help newcomers access services, education, and community life (Headsup Clare). The Clare County Council also runs a Local Authority Integration Team that connects refugees with housing, healthcare, education, and community supports under the principle of “integration from day one” (Clare County Council). In addition, organisations such as Clarecare play a wider community support role for families, including children and young people who may be experiencing disadvantage or transition (clarecare.ie).
In a primary school setting, we could take meaningful action by building links with these services and promoting a welcoming, inclusive ethos. This could include organising multicultural days where families are invited to share their cultures, languages, and traditions, helping refugee children feel seen and valued. Pupils could also create welcome packs, buddy systems, or “welcome to our school” guides for new students. Linking with local organisations could support fundraising or donation drives for essential items, but also education around empathy and understanding.
From an ESD to 2030 perspective, especially Priority Action Area 5, schools can act as key community hubs. By giving pupils opportunities to lead inclusion projects, we help them develop active citizenship, challenge prejudice, and contribute positively to welcoming refugees in their local area.
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Hi Collette,
It’s great to hear about the abundance of ‘boots on the ground’ in Clare and proactive approach these organisations are taking in supporting refugees and people seeking international protection. I particularly like your focus on practical school-based actions, such as buddy systems and welcome packs, which can help new pupils feel included from the outset.
I also agree that schools can be powerful community hubs. Activities such as multicultural days not only celebrate diversity but also help build understanding, empathy and a sense of belonging for all pupils.
One thing worth considering is how pupil-led initiatives can help sustain this work over time, giving children more agency and leadership roles can really boost engagement. -
Hi Colette, I really enjoyed reading your reflection. I like how you highlighted the important work being done by local organisations in Ennis to support refugees and their families. Your suggestions for creating a welcoming school environment, particularly through buddy systems and multicultural events, are practical and meaningful ways to help children feel included. I also agree that involving pupils in welcome projects encourages empathy, respect, and active citizenship. Your connection to ESD to 2030 is very relevant, as it shows how schools can play a key role in promoting inclusion and helping children understand the importance of supporting diversity within their own community.
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Module 4 response –
I was very surprised to learn about all the different agencies working with refugees in my community . Here are a few-
1. Dublin City Volunteer Centre
2. Crosscare
3. Irish Refugee Council
4. Doras
5. Irish Red Cross
6. UNHCR Ireland
I didn’t realise there was so many and obviously this is a good thing because they each seem to specialise in a different aspect of migration from promoting awareness to housing and services .
Schools can support refugees in many ways . As we read in one of the previous modules “Education is a right, not a privilege”. This will be a safe space for a child to go to . One where they can meet their peers and for them to just feel like a child . As a school we can do a number of things like –
1.Develop a whole school welcome policy for new families
2.Pairing new pupils with a “buddy”
3. Whole school intercultural day
4. Having EAL teachers where necessary
5.Using books, lessons, posters around the school to support inclusion
6. Work closely with the parents and our local support organisations
7. Use the HSCL as they will play an important role in acting as the bridge between the home and the school
There were many good videos there in relation to migration and refugees . It is also important to empower our own children on what that means as the media has created perceptions in some young minds so no harm for these to be challenged in some ways . The lessons seemed very interesting and extremely relevant . They are geared towards the senior end of the school but they could be adapted to suit the younger classes . We could use the “Head, Heart, Hands” approach when teaching about refugees. Head- learn why people become refugees . Heart- read stories written by refugees. Hands- take cation by helping out. They could donate , run a bake sale , sale of work , make posters , help new families to integrate and most importantly choose kindness .
This topic fits in particularly well within an SSE focus on well-being , DEIS inclusion for all, History , Literacy and Development Education . It will provide students with opportunities to take meaningful social action within their school and local community .
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Hi Fiona,
Thanks for your reply in Module 4.
This reply is full of actionable reflection, an approach that your DEIS school is lucky to have!
Mapping out local agencies alongside internal school structures like your HSCL shows a deep understanding of holistic support. Your application of the “Head, Heart, Hands” framework is an excellent Development Education methodology to help pupils process migration empathetically and combat media-driven stereotypes.
From a DEIS Action Plan perspective, these initiatives fit into wellbeing and learner experiences . Implementing a whole-school welcome policy and tracking buddy systems provides fantastic, qualitative data to measure active inclusion and social responsibility. -
Your post was very informative and I too was unaware of all the different supports that are out there. Searching in my local area I was struggling to find organisations outside of the county council but it is great to see so many nationally.
I like the idea of head, heart, hands for younger classes who may not have the capacity to engage with the lessons from the module. I think the media often neglects the role that migrants have played in making our country better but rather focuses on the negative stories which does impact public perception on the topic and is evident in the opinion of some of the children in the senior classes at times.
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There are several organisations supporting refugees and people seeking international protection in the Galway area. For example, Galway City Partnership provides dedicated services through the Galway Migrant Service and the BRIDGE Project, offering advocacy, English language support, integration programmes, and community engagement opportunities for refugees and migrants. Great Western Direct Provision Centre also provides accommodation for people seeking international protection, while the Local Authority Integration Team supports individuals and families to access housing, education, healthcare, and community services as they begin rebuilding their lives in Galway.
As a primary school teacher in Renmore, I believe schools play a vital role in helping refugee children feel welcomed and included. One practical way to support this is by creating a buddy system where new pupils are paired with classmates who can help them settle into school routines and build friendships. We could also celebrate different cultures through multicultural days, storybooks, music, and art activities that recognise and value the experiences of all children.
I would encourage pupils to learn about empathy, kindness, and inclusion through SPHE, circle time, and collaborative projects. Rather than focusing only on fundraising, children could write welcome cards, create multilingual signs around the school, or organise a “Welcome Week” for new families. These activities help children understand that everyone deserves to feel safe, respected, and valued.
This approach strongly supports ESD to 2030 Priority Action Area 5 by encouraging pupils to take meaningful local action. It also promotes active citizenship, respect for diversity, and a sense of belonging for every child. By working with local organisations and involving the whole school community, we can create an environment where refugee families feel genuinely welcomed and supported as they become part of life in Renmore.
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I really like this idea of having a “Welcome Week” for new families. Often the families that are forced into migration come into Ireland with huge trauma already and then have to face the fear of rejection from the country that have come to. By holding such weeks we could show not only the children but the whole family that they are most welcome in our school and country.
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After researching organisations that support refugees in my local area, I learned about Doras, a non-profit organisation based in Limerick that works to promote and protect the rights of refugees, asylum seekers and migrants across the Mid-West. Doras provides practical supports, legal information and programmes that help people integrate into their new communities. It also works with community groups to promote inclusion and welcome refugee families.
As a primary school teacher, I believe schools play a vital role in helping refugee children and their families feel welcome and included. In my classroom, I would encourage pupils to learn about different cultures through stories, music, art and celebrations of diversity. Activities that promote empathy, kindness and respect would help children understand that everyone deserves to feel safe, valued and accepted. If a refugee child joined our school, I would introduce buddy systems and cooperative learning activities to help build friendships and ensure they felt included from the beginning.
As a whole school, we could support organisations such as Doras by organising awareness events, fundraising activities or collecting essential items if required. Inviting speakers from local organisations or celebrating intercultural events would also help pupils develop a greater understanding of the experiences of refugees while challenging stereotypes and promoting inclusion.
This work links closely with our School Self-Evaluation (SSE) process. Promoting inclusion, wellbeing, pupil voice and respectful relationships are key priorities within SSE. Development Education provides meaningful opportunities to strengthen these areas by encouraging active citizenship, empathy and respect for diversity. Embedding these values throughout school life helps create an inclusive environment where every child feels they belong, while also preparing pupils to become compassionate and responsible global citizens.
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I really enjoyed your post and it is clear you have loads of great ideas to support children who join your school. One idea that I think is particularly interesting is the buddy system. This is definitely something I would do in my school to ensure new students feel included and supported by their peers. Inviting speakers into school is a brilliant ideas and would be an amazing experience for the children to learn from someone in the community and encourage them to think beyond the school walls.
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I was pleasantly surprised about the number of organisations that work with refugees in my community from national organisations to grass roots groups. One of the groups that I have seen on a very local level is the commitment of my local library to create special events solely for refugees. By chance I happened to be in the library when this happened and the pure joy and wonderment on the faces of the refugee children was amazing to see. I think this would be a lovely idea to bring into school- invite some refugee families into our school on one of the intercultural days that we hold every term in our school. These days celebrate differences in culture, dress, language and most importantly food. This would show that our school and community is a place where difference are welcomed and celebrated hopefully making them feel welcome. This would feed into SSE of showing our schools inclusivity, global citizen awareness and the social emotional well-being of our students.
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I agree with Avril that the local library is a key facility which is inclusive, and often offers courses, meeet and greet times and just a place where refugees can ask questions and be informed. It is also a place where children are exposed to a wide variety of simple English language books to increase their vocabulary, and where English classes for adults often take place.
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I really enjoyed reading your post. I think your example of the library creating events for refugee children shows how small community actions can have a huge impact on helping people feel welcomed and valued. I love the idea of inviting refugee families to take part in intercultural days in school, as it gives children the opportunity to learn from each other and celebrate different backgrounds. This links really well with SSE as it promotes inclusion, belonging, and student wellbeing while helping children develop empathy and become more aware global citizens.
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Hi Avril, upon researching local supports I too was surprised to learn how may there were here in Donegal. I think I was quite clueless before now. our local library were very supportive too and encouraged families to get library cards and avail of the multi lingual resources there. I think our Irish pupils learn lots form have intercultural days and it is something we organize in school presently- sharing music, food, art and other cultural things in fun and positive ways.
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There are a number of organisations working with refugees in my area. There is an integration service and a local authority integration team which helps settle refugees. On a class library visit, I was delighted that some recently arrived children seemed familiar with the staff, and obviously find the library a welcoming hub in the community.
As a school with 35 nationalities, we welcome all students and their families and have had no issues with integration. Children from other countries are encouraged to speak their own language in organised groups, as well as being supported in English. Circle time is an opportunity to allow children talk about themselves and their families/cultures.When their confidence increases orally, they do little presentations for the class about their country and their traditions. We also have a Multi Cultural Day where children, parents etc dress up in traditional costume and bring in some of their foods and have displays on stands. This inclusive approach makes everyone feel welcome.
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I thoroughly agree about the library. Children see this as a safe and secure place. I am also delighted to see a section dedicated to other nationalities for children with books in all languages etc and child friendly . Here , new families can meet people and few welcomed. Circle time is such a fun, natural and relaxed way to discuss such issues. Children feel safe and comfortable and there is no pressure on anyone. I love the idea of a multicultural day for all families as then we are not just focusing on one culture we are focusing in on many.
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In researching organisations that support refugees, I found that groups such as JRS Ireland, Migrant Rights Centre Ireland and Crosscare Information & Advocacy Services provide a range of supports, including advocacy, community integration, education and practical assistance for refugees and people seeking international protection. I also learned about the work of Dublin City of Sanctuary, which promotes welcoming and inclusive communities for people seeking sanctuary.
As a school, we could support refugees by creating a welcoming and inclusive environment where every child feels safe, respected and valued. Pupils could learn about the experiences of refugees through age-appropriate books, stories and discussions that promote empathy and challenge stereotypes. We could organise a welcome project for newly arrived families, celebrate different cultures through music, food and art, and work with local organisations to collect donations or support community events. These activities would help children understand the importance of kindness, inclusion and respect for diversity.
Development Education can play an important role in the School Self-Evaluation (SSE) process by helping schools reflect on how well they promote equality, inclusion and intercultural understanding. As part of SSE, staff could review policies and classroom practices to ensure that all pupils feel represented and included. Gathering pupil voice, providing professional learning for staff and strengthening links with local community organisations would support continuous improvement. By embedding Development Education within SSE, schools can foster a culture where diversity is celebrated and every child has the opportunity to thrive while developing as compassionate and responsible global citizens.
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Hi Marina, I enjoyed reading your post. I hadn’t come across Dublin City of Sanctuary before, so that was really interesting to read about. I agree that making children and families feel welcome is one of the most important things a school can do. I also like your point about using stories and discussions to challenge stereotypes. I think those everyday conversations can often have just as much impact as bigger projects or events.
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We have an organisation called friends of asylum seekers in our local town. Here they run solely on volunteers whereby they help families to over come obstacles in local education: they help with homework, language barriers etc. They also do other activities such as art, games etc.
I would prepare the children within the class if a new student was joining us. Explain about their country and some of the background. It is important to incorporate some of their culture in through food, clothes , celebration days etc.
Google translate is widely used in our school during parent teacher meetings with new parents to over come the language barrier. We also currently use it with another child who now in turns sees it as a vital tool for communication with teachers and students alike. This really helps break down the language barrier and gives the child a voice and sense of security. -
In my area, organisations such as Dublin City Volunteer Centre and the Irish Refugee Council work to support refugees and people seeking international protection. They provide practical advice, education, and opportunities to help people settle into their new communities. Seeing the work these organisations do highlights how important it is for schools to play a role in creating a welcoming environment.
In our school, we could encourage students to learn about different cultures through stories, art, music, and class discussions. We could also organise a welcome project for new families, take part in fundraising events, or invite local organisations to speak to students about the experiences of refugees. These activities help children develop empathy and understand the importance of kindness and inclusion.
This fits well with our School Self-Evaluation process, particularly around promoting inclusion, wellbeing, and respect for diversity. By reflecting on how we support all students and creating opportunities for children to take positive action, Development Education can become a meaningful part of everyday school life and help build a caring, inclusive school community.
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Hi Aisling,
I enjoyed reading your post and agree that schools have an important role in helping refugees feel welcomed and included. Your suggestion of using stories, music and art to explore different cultures is a great way to encourage respect and understanding among students. I also like how you linked your ideas to the School Self-Evaluation process, as it shows that inclusion should be part of the school’s long-term planning rather than just occasional activities.
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After researching organisations that support refugees in and around the South Dublin area, I found that while there are no refugee charities based directly in my area, there are several organisations nearby that make a real difference. These include the Irish Refugee Council, which provides legal advice and support to refugees and people seeking international protection, and South Dublin County Partnership, which helps people integrate into local communities through education, employment and community programmes. National organisations such as UNHCR Ireland also encourage local volunteering and community sponsorship to help refugees settle into Irish communities.
I think our school could play an important role in making refugees feel welcome. Students could organise a collection of school supplies, books, sports equipment or warm clothing for families who have recently arrived. We could also hold fundraising events to support organisations working with refugees or invite speakers to educate students about the experiences of people forced to flee their homes. Learning about different cultures through food, music and cultural celebrations would help everyone feel included and reduce misunderstandings.
If refugee students joined our school, we could create a buddy system where volunteers help new students settle in, find their classrooms and make friends. Small acts of kindness, such as saying hello, including someone in games or group work, and showing respect for different cultures and languages, can make a huge difference. By working together, our school could become a welcoming place where refugees feel safe, valued and part of the community.
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I really enjoyed reading your post and agree that schools have an important role to play in helping refugee families feel welcomed and included. I particularly like your suggestion of introducing a buddy system, as having a friendly peer to support a new student can make a significant difference to how quickly they settle into school life and build confidence.
Your ideas about organising collections, fundraising, and celebrating different cultures are also excellent because they give students practical ways to show empathy and support. These activities not only help refugee families but also encourage all students to develop a greater understanding of diversity, inclusion, and global citizenship.
I also think your suggestions link well with Development Education, as they promote respect, empathy, and active participation within the school community. By reflecting on these initiatives through the School Self-Evaluation process, schools can continue to improve how they support inclusion and ensure that every child feels safe, respected, and valued.
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Hi Sinéad, many thanks for your engagement with Module 4 Migration and Refugees.
The way you have mapped out vital regional supports like the South Dublin County Partnership and UNHCR Ireland provides excellent context for your school community.
Your actions —ranging from practical donation drives for supplies and warm clothing to hosting educational speakers—are wonderful ways to build genuine empathy among students. F These initiatives offer fantastic tangible evidence for your SSE process by actively fostering a safe, respectful and welcoming school culture.
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After researching refugee support services in my local area, I found that there are several organisations working to help refugees and people seeking international protection integrate into the local community. The Ethnic Minority Hub in this area provide support and promotes inclusion for people from diverse backgrounds, while the Local Authority Integration Team (LAIT) helps refugees and international protection applicants access education, community services, employment, and local activities.
As a school in this area, we can play an important role in helping refugee children and their families feel welcome. Our students could create welcome cards or multilingual displays, organise a cultural awareness week, and learn about the different countries and traditions represented within our community. Pairing new pupils with a “buddy” during their first weeks at school would help them settle in and build friendships. We could also work with our Parents’ Association and local community groups to organise collection drives for school supplies or invite families to multicultural events where everyone has the opportunity to share their culture, food, music, and traditions.
These activities reflect the principles of Development Education by encouraging empathy, respect, inclusion, and an understanding of global citizenship. They also help children recognise that people become refugees for many different reasons and that everyone deserves to feel safe, respected, and valued.
This work links closely with the School Self-Evaluation (SSE) process. As a school, we could reflect on how effectively we promote inclusion, diversity, and student wellbeing. Student surveys, discussions, and feedback from families could help us evaluate whether all children feel welcomed and included. By reviewing our practices and working together as a whole school, we can continue to create an environment where every child has a sense of belonging and where Development Education is embedded in everyday school life.
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After looking into organisations that support refugees in my local area, I found that Waterford Integration Services provides support for refugees, asylum seekers and migrants across Waterford and the South East. The organisation helps people to access education, employment, advocacy and community supports, making it easier for families to settle into their new communities. Waterford City and County Council has also coordinated local supports for refugees through its Community Response initiatives.
As a teacher in a special school, I think schools can play an important role in helping refugee children and their families feel welcome. Even small actions can make a big difference. We could organise a welcome project where students create artwork or cards for new families, celebrate different cultures through music, food and stories, or mark events such as Refugee Week. These activities help children develop empathy and an understanding that everyone deserves to feel safe and included.
Our students may have additional learning needs, so activities would need to be practical, visual and meaningful. Simple acts such as learning greetings in different languages, reading stories about friendship and belonging, or taking part in fundraising for organisations that support refugees can help students understand the importance of kindness and inclusion.
I believe schools are often at the heart of their communities. By promoting respect, acceptance and understanding from an early age, we can help create a community where refugee families feel welcomed and valued. These experiences also teach our students that everyone has something to contribute, regardless of where they come from or the challenges they have faced. -
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After researching organisations that support refugees in Cork, I found that the Cork Migrant Centre plays an important role in helping refugees, asylum seekers, and migrants settle into the community. The centre provides free information on immigration and access to services, English language classes, wellbeing support, social activities, and opportunities for integration. It also works with other local organisations to ensure that people seeking international protection receive the support they need to build a new life in Ireland.
I think schools can make a difference by helping refugees feel welcomed and included. Students could organise fundraising events to support organisations like the Cork Migrant Centre or collect essential items such as school supplies, toiletries, and clothing for newly arrived families. Schools could also hold cultural awareness days where students learn about different countries, traditions, and the experiences of refugees. This would help reduce stereotypes and encourage respect for diversity.
Like many others have mentioned on this forum already, another positive idea would be to create a buddy system where students help new classmates settle into school, make friends, and practise English in a welcoming environment. Inviting speakers from organisations such as the Cork Migrant Centre to visit the school could also help students better understand the challenges refugees face and inspire them to take positive action.
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While there doesn’t seem to be any organisations particularly close to me there are a number of organisations that support refugees, asylum seekers, and people seeking international protection in and around Dublin city centre. Such as Irish Red Cross, JRS Ireland, and the Irish Refugee Council.
There is also the South Dublin County Council’s Local Authority Integration Team which supports refugees in South Dublin by connecting them with education, employment, language, and community services.
The South Dublin County Volunteer Centre has volunteers in Citywest and other accommodation centres and offers opportunities for individuals and community groups to get involved.
As a school or class group we could look to collect and put together welcome packs or school supplies for newly arrived children, to our school but also to the local area. We could organise a “Welcome to Our Community” project by creating multilingual signs or storybooks using Book Creator.
This would also provide strong evidence for School Self-Evaluation (SSE) through pupil voice, community partnerships, and active citizenship.-
Hi Michele, I like your practical idea of creating welcome packs, multilingual signs and digital storybooks. These activities would help newly arrived children feel included while giving pupils a meaningful role in welcoming others. Linking with local services and volunteer groups would also strengthen community partnerships and provide useful evidence for SSE through pupil voice and active citizenship.
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I found that there are several organisations supporting refugees in Waterford, including Waterford Integration Services, which helps refugees, asylum seekers, and migrants with integration, education, employment, and community participation. There is also the South East Refugee Information Centre, which provides advice and support, and the Local Authority Integration Team, which helps refugees settle into the local community.
I think schools can play a huge role in making refugee children and their families feel welcome. Something as simple as assigning a buddy to a new student, celebrating different cultures through food, music, and stories, or learning a few words in another language can help children feel included. Students could also organize a welcome pack with school supplies, books, or handmade cards for new families.
I also think it’s important to teach children about empathy and why people become refugees. Using age-appropriate books and class discussions can help students understand that everyone deserves to feel safe and accepted. Schools could even work with local organizations to organize fundraising events or invite guest speakers to share their experiences.
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Niamh, I thought your post highlighted the importance of schools in helping refugee children feel a sense of belonging. Your idea of celebrating different cultures through everyday classroom activities is a lovely way to promote inclusion. Building links with local organisations is also a great suggestion, as it helps strengthen connections between the school and the wider community.
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After researching organisations that support refugees in Ireland, I learned about the valuable work of the Irish Refugee Council and the Irish Red Cross in helping individuals and families settle into their new communities. Reading about their work highlighted the importance of creating welcoming and inclusive environments for everyone.
I believe even small actions can help pupils understand the importance of kindness, empathy and inclusion. We could read stories about belonging, celebrate different cultures through art and music, and discuss how we can make new pupils feel welcome. Simple activities such as creating welcome cards or learning greetings in different languages can help children appreciate diversity in a meaningful way.
As a school, we could support local organisations through fundraising or awareness activities and ensure that inclusion is reflected in everyday school life. These experiences help pupils develop empathy while creating a welcoming school community for everyone.
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Working in a DEIS Band 1 junior primary school in Drogheda, migration and inclusion are part of our everyday school life. Many of our pupils live in Mosney Village, County Meath, one of Ireland’s largest accommodation and integration centres for people seeking international protection and refugees. This gives our school a unique opportunity to promote inclusion, empathy, and understanding from an early age.
To support refugee children and families, our school could continue to create a welcoming environment through buddy systems, multicultural celebrations, inclusive storybooks, and activities that celebrate the languages, traditions, and cultures represented in our classrooms. Students could learn about the experiences of refugees through age-appropriate stories and discussions, encouraging kindness, respect, and empathy. We could also organise community events that involve families and celebrate the diversity within our school community.
This work links closely with our School Self-Evaluation (SSE), particularly in the areas of wellbeing, inclusion, equality, and pupil voice. By reviewing our practices, gathering feedback from pupils and families, and ensuring all children feel valued and represented, we can continue to strengthen an inclusive school culture where every child has a sense of belonging and the opportunity to succeed. -
After researching organisations that work with refugees in my own community, I found both an organisation and a tool site to support teaching and learning in correlation. MASI is an Irish organisation that supports refugees in Ireland. To introduce the topic into a primary classroom, Scoilnet also offers a UN supported toolkit which will enable teachers to properly educate on who refugees are and how we can support them as a community.
To support refugees, whole school fundraising events could firstly be created to support organisations such as MASI. For example, bake sales or a school performance to raise money.
Furthermore, holding a multicultural day within the school will allow children of all nationalities, regardless of whether they are of refugee status or not, to celebrate and teach about their culture to others. This will help to build connections between both the students and the school community as a whole.
The migration module can feed into the School Self-Evaluation at my school through firstly analysing our own school community and the nationalities we have. From there, one could identity whether we have embraced our multicultural climate yet and if not, what activities, such as a Multicultural Day or whole school lesson packs on migration, could be used to develop this understanding and appreciation as a school.<span class=”Apple-converted-space”> </span>
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I found the process of researching support for refugees in the local area very interesting and quite inspiring. Groups such as Irish Red Cross Society and NCP work with refugees to support refugees in Ireland, promote inclusion and advocate for refugees.
Teaching children about refugees and migration is crucial in Ireland today as it is a common topic of conversation on the radio and on the news. Schools across the country are more diverse than ever which makes it extremely important we teach children about compassion and empathy for all people and particularly in relation to this topic.
I think that schools can do so much to help make refugee children feel welcome in the school. Having inclusion posters around the school that are made by the children can have a real impact on the overall school morale. An additional idea would be having flags, language displays are the school and classroom to represent all nationalities and all children in the school. The school could organise a donation day where people bring in items they no longer need and donate them to a local refugee centre. This could be organised by the Yellow Flag team in the school alongside the student council. This alone would teach children about the importance of giving and showing compassion. The Yellow Flag team in school does so much work in the school to promote kindness and inclusion. Food fairs where children bring in food from their own countries alongside celebration weeks of different nationalities are some organised events that allow children to show how proud they are of their culture and teach each other about different traditions and foods. In relation to the SSE, this links in with wellbeing, SPHE and the overall morale and spirit of the school. Teachers can work with students and parent to ensure that all children and parents feel safe and welcome in the school community.
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One local organisation that works with refugees is the Civil Defence. It is a voluntary organisation that organises emergency accommodation and catering for those newly arrived in Ireland. They played a large role in helping refugees arriving from Ukraine in 2022. We could prepare our school community to welcome new students from other countries by learning simple phrases in the children’s native language for students and teachers to use. A display in the children’s native language could also be placed in the school. Teachers could use books, art and music to teach children about new countries. They could learn a common song such as Happy Birthday in the new student’s language so as to make connections between their local and global communities. Students could take part in lessons about kindness, empathy and human rights can help students understand the reasons why families may be forced to leave their homes due to war and conflict. As part of the SSE process our school could look at how it promotes inclusion and intercultural awareness.
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Hi Alison,
Thank you for sharing your knowledge of the work being done by the Civil Defence in your experience. Small actions such as the welcome booklet or having a few phrases or words in their native language can be hugely important in fostering a sense of belonging for young children joining the school. It also allows us to build an initial connection and show that we value their culture and background, and how this can and will ultimately enrich the classroom dynamic.
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In Galway city there are a number of organisations that support refugees, people seeking asylum and people with international protection status. Galway City Council- Local Authority Integration Team is one of the key sevices in supporting refugees, people with temporary protection including many Ukrainians. This service provides integration support, English language information, employment and training, education and healthcare guidance and community integration activities.
Our school can take meaningful action by partnering with these groups to set up “Language and Culture Exchange.” Students can volunteer as conversational patners, helping young refugees practice English while building friendships. We could organise donation drives for school supplies and winter clothing.
For our SSE integrating a migration module or introduce it into SPHE would be a great idea. The SSE should evaluate the social impact of certain programs and information could be gathered from local refugee centres to ensure our actions meet real community needs.
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Hi Sandra,
Thank you for your post here and for sharing some of the tremendous work being done by community organisations across Galway. I think the initiative you are involved in around language acquisition is so beneficial for all children involved. It really lends itself to Cummins’ theory around BICS and CALP, and and the importance of children picking up the ‘language of the playground’ before being able to access the more formal elements of the ‘language of the classroom’. Forming strong relationships with others is central to enhancing the learning experience of all children in schools and this is a lovely way to achieve that.
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It’s lovely to read some of the responses here in the forum and to see that there are so many schools with so many practices in place already to welcome refugees. It must be so daunting to leave your home country and perhaps some of your family and to try and settle into a new country with different traditions, language etc. After researching organisations in the local community, it has opened my eyes as to how many organistions that are out there to provide support and it makes me want to volunteer. It was particualrly interesting reading Deborah Haughian’s response and to see the great work her school is doing to make refugees and newcomers feel so welcome. I love the idea of them ensuring that the newcomer feels safe and secure by sitting them beside someone that speaks their language or introducing them to someone in the school that speaks the same language to make the transition easier for them.
The welcome cards with warm greetings written in the child’s home language is such a fabulous idea as it really lets them know they are valued and that they belong. It sounds like Deborah’s school is doing a fantastic job!
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In my opinion, schools should work closely with local sporting organisations to help welcome refugees into the community. In my own area, the local GAA and soccer clubs organised sports camps during the Easter holidays and provided free passes to families who had recently moved to the area. Initiatives such as these offer valuable opportunities for children and families to become involved in their new community and build social connection. As a school, we held a Multicultural Day in April. The senior classes were divided into groups and each group was assigned a country to research. They explored various aspects of their chosen country, including its food, clothing, traditions, and culture, and presented their findings on display tables for the whole school to view. The event was a great success and is certainly something we would like to organise again in the future.
This initiative is closely linked to School Self-Evaluation (SSE) as it promotes inclusion and integration among all pupils. It helps to foster a sense of belonging within the school community and reinforces the message that every child is valued and respected, regardless of their background.-
Hi Mel, I really enjoyed reading your post. I think the links you made between schools, sports clubs and the wider community are so important. I also love the idea of your Multicultural Day. It sounds like a great way for children to celebrate the different cultures within their school community while learning from each other.
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After researching organisations in my local area, I found that Doras works with refugees, asylum seekers and migrants in Limerick, providing support with areas such as education, integration and settling into their new communities. It made me reflect on the important role schools can play in helping children understand different experiences and making everyone feel welcome. In my school , we could support refugees through simple actions such as celebrating different cultures, recognising the languages spoken in our school community, creating welcome activities for new pupils or working with local organisations. I think it is important that children see refugees as individuals with their own stories, talents and experiences, rather than only focusing on the challenges they may have faced.Development Education can help children develop empathy and challenge stereotypes. This also links with SSE, as schools can reflect on how inclusive their environment is and whether all pupils feel valued and represented.
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I believe schools can make a big difference in helping refugees feel welcome. If a refugee student joined my school, I would want everyone to treat them with kindness and respect. Something as simple as introducing ourselves, inviting them to sit with us at lunch, or helping them find their classrooms could make them feel less alone.
Our school could also organize a welcome program where new students are paired with a buddy who can help them settle in. We could hold fundraisers to collect school supplies, clothing, or money for organizations that support refugee families. Learning about different cultures through special events or classroom activities would also help students understand and appreciate each other’s backgrounds.
I think everyone deserves to feel safe and accepted, especially people who have had to leave their homes because of war or danger. By showing kindness, being inclusive, and offering practical support, our school community can help refugees feel like they belong.-
I too believe schools can make a big difference in helping refugees feel welcome. If a refugee student joined my school, everyone should treat them with kindness and respect. Simple actions like introducing ourselves, inviting them to join activities, or helping them find their way around can make them feel included. Our school could also organise a buddy system and fundraisers to support refugee families. By promoting kindness, understanding, and inclusion, we can help refugees feel safe, accepted, and part of our community.
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Hi Aisling,
Thank you for this post and for highlighting the importance of all children receiving basic respect in our schools – having this as a non-negotiable is a sign of a strong classroom and school culture that places kindness, empathy and respect at the heart of all they do. The buddy system you have spoken about is a great initiative that allows a relationship to form between children, whilst also entrusting responsibility and leadership among your pupil population. This, coupled with the practical side of ensuring all children have the required classroom resources is a great start towards ensuring this ideal is achieved.
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There are several organisations supporting refugees and migrants in Longford, including Longford County Council’s Local Authority Integration Team, Longford Citizens Information Centre, Longford Women’s Link and Longford Community Resources CLG. These services provide information, advocacy, practical support and opportunities for social inclusion.
Our school could support refugees by creating a welcoming and inclusive environment where every child’s language, culture and identity are respected. Pupils could prepare welcome packs for new families, create multilingual signs, organise an intercultural day and collect useful school supplies in consultation with local organisations. Older pupils could research common myths about refugees and create posters or presentations that promote accurate information and empathy. This is important because negative perceptions of migrants and refugees are often reinforced through media messages.
Any classroom discussion should be handled sensitively, particularly where pupils have experienced migration, conflict or displacement. Children should be supported without being singled out, and a class agreement could help ensure respectful discussion.
Development Education could feed into SSE by examining how welcoming and inclusive the school is. Evidence could be gathered through pupil and parent surveys, classroom observations and a review of school resources and policies. Targets might include improving pupil voice, strengthening links with local support organisations and increasing intercultural activities across the school.
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I think this is a very thoughtful response that highlights the importance of making refugees and migrants feel accepted and valued in the community. I agree that schools have an important role in creating an inclusive environment where different cultures, languages and experiences are respected. Activities such as welcome packs, intercultural days and student-led awareness projects are practical ways to encourage understanding and reduce stereotypes. I also think it is important that discussions about refugees are handled sensitively, as some students may have personal experiences of migration or displacement. Linking Development Education with SSE is a great idea because it allows the school to identify areas for improvement and involve students, parents and staff in creating positive change. Small actions within schools can have a big impact on helping new families feel a sense of belonging.
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I really enjoyed reading your reflection. I thought you struck a lovely balance between practical ideas and the importance of approaching the topic with sensitivity. I particularly liked your emphasis on creating a genuinely welcoming school environment and challenging misconceptions through education.
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In my community of Dunboyne, near Blanchardstown, there are organisations that support refugees and people seeking protection in Ireland. The Irish Refugee Council provides advice, support and information for refugees and asylum seekers, while other groups such as Crosscare Refugee Service also help people settle into Irish society.
Our school and students could help refugees feel welcome by organising donation drives for clothes, school supplies and other essential items. We could also hold cultural events where students and refugees can share food, music and stories from different countries. Students could volunteer, help with English conversation practice, and challenge racism by promoting kindness and respect. Small actions like saying hello, including new students and learning about different cultures can make refugees feel accepted. By working together, our school can help create a more welcoming and supportive community for everyone.
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Hi Sarah, I agree that simple actions can make a big difference in helping refugees feel welcome. Your ideas of cultural events, English conversation practice and including new pupils are practical and respectful. I also like your focus on challenging racism and promoting kindness, as this helps build a more inclusive whole-school community.
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In our school, we have an annual Multicultural Day, which is a very special day for both the children and their families. Every country represented in our school is celebrated, with families invited to set up stalls where they share traditional food, music, clothing and other aspects of their culture. It is a wonderful opportunity for everyone to learn from one another and appreciate the diversity within our school community. We finish the day with a parade of the flags from each country, which is always a very special and meaningful part of the celebration. I think days like this are so beneficial because they bring all of our different countries and cultures together, helping children and families to feel proud of their backgrounds while also creating a strong sense of belonging and respect for others.
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I love this suggestion Sarah, that children could volunteer for english conversation practise, it made me think that even having children in pairs playing snap or boardgames to help teach the english language, the simple repeated phrases and the enjoyment of playing together would help build friendships aswel as their language skills!
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I enjoyed reading your post. I like how you included organisations in your community that support refugees and people seeking protection. I agree that schools can make a big difference by helping new families feel welcome. Your idea of organising cultural events is a great way for children to learn about different cultures and build friendships. I also think encouraging kindness, respect and inclusion every day can help all children feel safe, welcome and valued.
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Climate change is becoming increasingly noticeable in Longford. Recent extreme weather, including Storm Éowyn, caused fallen trees, property damage, power cuts and disruption to schools and families. We have also experienced unusually hot summer weather, which can affect people’s health, farming, wildlife and water supplies. The module explains that Ireland is likely to experience more intense storms and rainfall, increased flooding and possible water shortages during summer.
In my classroom, I would encourage pupils to investigate these changes by recording daily weather, comparing temperatures and rainfall over time, interviewing older relatives about past weather patterns and researching how local wildlife and farming are affected. Pupils could also create maps showing areas at risk from flooding and discuss how climate change affects vulnerable communities globally.
Three actions we could take are:
Reduce energy use by turning off lights, screens and heating when they are not needed.
Reduce waste by using reusable bottles and lunch containers, recycling and composting.
Walk, cycle or car-share to school whenever possible and plant trees or wildflowers locally.These actions would allow pupils to move from learning to meaningful participation. Climate education helps children understand the consequences of climate change and contribute to practical responses.
Development Education could feed into SSE by gathering pupil, parent and teacher feedback, reviewing energy and waste practices and setting measurable whole-school targets. SSE supports schools in identifying strengths, gathering evidence, planning improvements and monitoring their impact.
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After researching organisations that support refugees in my local area, I found that there are several groups helping people settle into the community. Waterford Integration Services provides advice, information, and practical support to refugees and migrants living in the area. Kilkenny County Council also has a Local Authority Integration Team that helps refugees access education, healthcare, employment, and other essential services. In addition, the Irish Refugee Council provides information, legal support, and community programmes for refugees across Ireland.
I believe schools have an important role in helping refugees feel welcome and included. Students can organise welcome events, buddy programmes, and cultural awareness days where everyone has the opportunity to learn about different countries and traditions. Fundraisers could also be organised to collect school supplies, clothing, or sports equipment for newly arrived families. Inviting local organisations to speak at assemblies would help students better understand the challenges refugees face and encourage empathy rather than stereotypes.
Simple acts of kindness, such as including new students in activities, helping them practise English, or making them feel part of the school community, can make a huge difference. By promoting respect, inclusion, and understanding, our school can help refugees feel safe, valued, and accepted while also creating a stronger and more welcoming community for everyone.
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In my locality in Co.Wexford, Gorey family resource centre works with refugees in our community. They connect refugees with practical supports, english speaking classes, community activities etc. Only last Christmas, they helped the local Ukranian womens group to celebrate St. Nicholas’s Day on December 6th where children were given the opportunity to visit St.Nicholas and make a Ukranian craft and receive sweets. It was a lovely opportunity to learn about their culture and embrace their traditions, it was on over the weekend so I brought my own small children but I thought it was a really lovely and well supported.
It is important that schools and pupils bwcome actively involved in making refugees feel welcomed,included and valued.
Our home school liason teacher provides parents of new refugees to the school with welcome packs. She also organises classes such as cookery classes in the school kitchen, where refugee women bake alongside local women and then sit down and share a cup of tea and a chat, helping to not only improve their english but theit sense of belonging and community.
I would encourage my pupils to welcome refugees to our school by introducing a buddy programme, by pairing children up with someone to help them settle in. I feel as teachers it is important that we promote kindess empathy and inclusion, celebrating different cultures and their traditions. In our school we havent before celebrated Refuge Week Ireland or World Refugee Day which falls on June 20th, this is something I will be looking at promoting next school year. I love the idea of having a day where different families would be invited maybe in the hall to set up a table sharing their different traditions, food and music!
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Hi Amy,
Thank you for your post and for sharing some of the excellent work being carried out in Gorey in this regard. I really like the cultural celebration that you mentioned in December, which allows us to compare and contrast the ways in which different cultures celebrate similar events. Having the HSCL position attached to your school gives you a great link with the community and allows relationships to be formed between the school, its community and local organisations. Linking in with this family resource centre allows the school and community to support the excellent work each is doing.
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There are several organisations working with refugees in the wider Cork community. The Cork Migrant Centre’s (CMC) programs target people from all five direct provision centres in Cork as well as migrants, including refugees in the local Cork community. It recognises that not all migrants are refugees. To quote their website, http://www.corkmigrantcentre.ie , its ‘psychosocial programs target empowerment by giving these vulnerable individuals a voice and strengthening their physical, emotional, cognitive and social health. It also aids in their integration process.’ It also explains how it focuses on ‘building collaborations, partnerships’ and linkages (Nationally & Internationally) towards creating and enhancing opportunities for equality and equity.’
With this in mind, it would be wonderful to, as a class/school, link up with the CMC to organise a ‘Welcome Refugees’ event in the area. Children could write a letter/article for their local paper welcoming refugees. Children could write to their local and/or national representatives (e.g. Minister for Children & Youth) regarding direct provision and its infringements on SDGs and/or UN Human Rights and/or UN Rights of the Child. Children could link up with/have penpals with children who are refugees in the Direct Provision Centres in the county.
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I love the idea of children writing letters. Writing personal letters may be considered old fashioned but I feel it is a valuable activity. Perhaps the children could get pen pals from other countries. As a child I had pen pals in 4 different countries. I recently joined another school in Ireland and the children wrote letters to them. The excitement when they received the replies was heart warming. Does anyone know of any good classroom pen pal programmes?
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This module helped me to develop my understanding of migration and the experiences of refugees. I learned that many people have to leave their homes because of war, conflict or persecution. It also reminded me that schools have an important role in helping children feel safe, welcome and included.
I researched organisations that support refugees and found that Nasc – The Migrant and Refugee Rights Centre in Cork provides support and advice for refugees, people seeking international protection and other migrants. I think organisations like this are very important because they help families settle into their new communities.
I think schools can also make a positive difference. We could create buddy systems for new pupils, read stories from different cultures and encourage children to be kind and respectful to everyone. We could also organise a fundraiser or an awareness activity to support refugees. I think these activities would help children understand the importance of inclusion and respect.
Overall, I found this module very interesting and practical. I think the migration module can support our School Self-Evaluation (SSE) by helping schools reflect on how they promote inclusion, respect and a sense of belonging for all children.
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This module probably resonated with me more than any of the others because many of the children in my school come from migrant or refugee backgrounds, while others are living in International Protection accommodation. It really made me think about how important it is to approach this topic with empathy and sensitivity. We don’t always know what experiences children or their families have had before coming to Ireland.
I looked at the work of Crosscare in Dublin 7, which supports migrants, refugees and asylum seekers. It made me realise that schools don’t always have to organise big fundraising events to make a difference. Sometimes it’s the everyday things that matter most. Making new families feel welcome, having a buddy system for new pupils, celebrating the different languages and cultures in the school, or simply helping families to feel part of the school community.
I also think it’s important that children learn why people move from one country to another, while understanding that every family’s story is different. I’d be very conscious of not putting any child on the spot or expecting them to share their own experiences. For me, these lessons should encourage kindness, empathy and understanding rather than focusing on labels.
I suppose the biggest thing I took from this module is that schools can have a huge impact by creating a genuine sense of belonging. If children feel accepted and included in school, they’re more likely to show that same kindness and acceptance to others as they grow up.
I can also see how this links with School Self-Evaluation. Creating an inclusive and welcoming school community benefits everyone, not just children who are new to Ireland. It helps build respectful relationships and reminds us that every child should feel that they belong. -
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Doras in Limerick work to integrate, welcome and include refugees, asylum seekers and migrants in the Mid West. In my school, we designed a multilingual welcome display this year which celebrated all the different cultures in our school. We also held an international day where children did a project on countries. They also could bring in samples of food from their country and wear traditional clothing or colours. These activities helped children develop respect for other countries and gave them an understanding of global issues. Some schools collect supplies for new families who may not have much and this is amazing to see. It supports SSE as schools can target inclusion and intercultural awareness as areas to work on. This would help to develop a sense of belonging. Pupils could learn about the experiences of refugees through stories and discussions and these could be tailored to suit different ages within the school.
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I found that although Roscrea does not have a dedicated refugee charity, there are organisations that support refugees and people seeking international protection. IPAS provides accommodation and support for people seeking asylum, while local organisations such as Roscrea Youth Service, North Tipperary Development Company and Citizens Information help people access services and become part of the community. These groups show that welcoming refugees is not only the responsibility of the government but also of local communities working together.
I think our school could play an important role in helping refugees feel welcome. Students could organise a welcome campaign, collect school supplies, books or sports equipment, and hold fundraising events to support local organisations working with refugee families. We could also organise cultural awareness days where students learn about different countries, languages and traditions. This would help reduce stereotypes and encourage respect for diversity. A buddy system could be introduced so that new students, including refugees, have someone to help them settle into school, make friends and feel included. Even simple actions such as greeting new families, inviting them to school events and celebrating different cultures can make a big difference. By showing kindness, understanding and respect, our school can help create a community where everyone feels valued, safe and welcome.
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One organisation I am familiar with is Sanctuary Runners, as I have run and volunteered with my local group on a number of occasions. I really like this initiative because it brings together asylum seekers, refugees and members of the local community through a shared activity rather than focusing on charity. In our area, volunteers help transport residents from three nearby IPAS centres to the weekly parkrun. What’s nice is that people don’t have to be runners to get involved. Many volunteer at parkrun instead, so everyone has an opportunity to participate and contribute. Afterwards, everyone meets for tea and coffee in the café, which gives people a chance to chat and build friendships in a very natural way.
I think schools could take a similar approach by focusing on inclusion rather than simply fundraising. Pupils could learn about why people seek asylum, challenge common stereotypes and think about practical ways of making new pupils and families feel welcome in school. Simple initiatives like buddy systems, shared activities and opportunities to celebrate different cultures can help children understand that belonging comes from being included in everyday school life.
I also think this links well with School Self-Evaluation. Reflecting on how welcoming our school is for all families and looking for ways to strengthen inclusion would benefit the whole school community. It also shows pupils that supporting refugees isn’t always about raising money – sometimes it’s about creating opportunities for people to participate, contribute and feel that they belong.
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I am not currently aware of any organisations working directly with refugees in our local community. Through my own research, I came across Crosscare, which provides a range of supports for migrants and refugees. While I am aware of the services they offer, I am not familiar with their work in practice. In our school, we strive to create a warm, welcoming, and inclusive environment for all refugee children and their families. We recognise that starting in a new school and adapting to a new country can be a challenging experience, so we aim to make every child feel safe, valued, and respected from the outset.
class.Where possible, if there is a child in the class who speaks the same language as a newly arrived pupil, we seat them together to provide comfort and support during the transition. If there is no child in the class from the same linguistic or cultural background, we introduce the pupil to children in other classes who share their language or nationality and provide opportunities for them to spend time together. These simple but meaningful connections help foster a sense of belonging and can make the transition into school life much less daunting for both the child and their family
We also celebrate and embrace the diverse cultures represented within our school community. Each year, we hold an Intercultural Week, during which every class chooses a country represented by one of the pupils in their class. Throughout the week, children learn about that country’s culture, traditions, food, music, language,
This provides an opportunity for all pupils to develop a greater appreciation of different cultures while allowing children to share and celebrate their own heritage with pride.
To further support inclusion, we have created welcome packs that include greetings in all the languages spoken by children in our school. These greetings are displayed throughout the school and help ensure that every child and family feels acknowledged, welcomed, and valued from the moment they enter our school community. We believe that celebrating diversity in these ways helps to create a culture of respect, belonging, and inclusion for everyone.-
Hi Gillian,
hanks for sharing your post here. While many community organisations are doing amazing work in this regard, it is that respectful and welcoming environment provided to children in schools that will have the greatest impact on their overall wellbeing and holistic development. Buddy systems and celebrating diversity in the school through spotlighting events such as Intercultural Week is such a great way of achieving this, and also has the dual benefit of raising awareness in the wider school community, as parents and others become interested in the events taking place.
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In my local school in Kildare the main organisation working with refugees in the community is the Local Authority Integration Team (LAIT). Kildare LAIT works with
people applying for international protection, persons with status (those with refugee, subsidiary protection, or permission to remain), persons with temporary protection and
programme refugees. Integration support workers guide new families through confusing systems, helping them access important services and overcome daily barriers in their new home. They also connect newcomers to helpful community resources and stand up against unfair treatment so that everyone feels safe and respected.LAIT lists schools and education bodies as their partners and this is very important for the integration of potentially vulnerable children as they enter into a new society. School can be very daunting for any child, especially for a child whose world has been completely turned upside down. A buddy system is definitely something that could be beneficial for the new children, pairing them with friendly children who will help ease their transition. Welcome packs prepared by staff for both the parents and the children themselves would be hugely beneficial. Allowing the child to access as many extra resource classes as possible, especially EAL would help them to stride towards their goals.
Schools are usually central parts of every community so we hold an important role for both the students and the parents integration into their new communities, especially in a time where Ireland itself is really struggling with such issues.
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There are several organisations in my County that support refugees and people seeking asylum. One example is the Intercultural Platform, which provides English language classes, community activities, and programmes that help people integrate into Irish society. There is also a Refugee Response and Integration Team that supports families by helping them access housing, education, healthcare, and other essential services.
I work in a small rural school with only 35 pupils, and many of our students have fled the war in Ukraine and have settled in our community. Because our school is so small, it is easier to create a welcoming and supportive environment where every child is known and valued. Students can help new classmates feel included through buddy systems, shared activities, and by celebrating different cultures through music, food, art, and language. Teachers can also promote empathy and understanding by discussing diversity and encouraging respect for different backgrounds. As a school, we could organise fundraising events, celebrate cultural awareness days, or invite local organisations to speak with pupils. These actions help refugee families feel welcomed, strengthen the school community, and teach children the importance of kindness, inclusion, and respect for others.-
Hi Michelle,
Thank you for your post – I think you have raised an interesting point around school size and our capacity to provide a welcoming environment to different students from migrant backgrounds. While experience of this may vary, I definitely think it’s an interesting point. The Principles of Learning, Teaching and Assessment from the PCF Book, in my opinion, are often better developed in smaller schools. While there are undoubtedly many other challenges of working within smaller schools, I definitely think the ‘bigger picture’ items are often done better.
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In the local area where I teach, Knocknaheeny and Hollyhill in Cork City, there are organisations like Nasc that support refugees and help them settle into life in Ireland.
In school, we could help refugee children feel welcome by pairing them with a buddy, celebrating different cultures through art, stories and projects, and encouraging children to learn about why some people have to leave their home countries. We could also organise a fundraiser or collect school supplies for local organisations supporting refugee families.
Development Education helps children learn about kindness, empathy and respecting people from different backgrounds. This links well with School Self-Evaluation (SSE), as schools can focus on creating a more inclusive environment where every child feels welcome. We can also look at the books and resources we use in class to make sure they reflect different cultures and experiences. By encouraging children to be welcoming and inclusive, we can help create a school where everyone feels safe, valued and part of the school community.
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Thanks, Eimear. It’s great to hear what’s happening in Cork City.
The ideas you mentioned, like using a buddy system and celebrating different cultures through stories, art and projects, are simple but could make a huge difference to a child who is new to Ireland and trying to settle into school life. I also like how you linked this to the local community in Knocknaheeny and Hollyhill. Bringing in organisations like NASC, (Migrant & Refugee Rights Centre) helps children see that support for refugees is not just something happening far away, but something that is part of their own city and local community.
<div>Your point about Development Education is very important Eimear. Children can learn so much through discussions around fairness and empathy and why people might have to leave their homes. If these class conversations are handled in an age-appropriate way, they can really help pupils become more understanding and welcoming.
Paul
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Donegal Intercultural Platform is an organisation in Donegal that supports individuals and communities with a special focus on refugees, International Protection Applicants and the Black and Minority Ethnic communities. Their aim is to build a brighter more inclusive future for all. One of the things they do is run English classes all across Donegal. They are always looking for conservation facilitators and this is something that staff could be made aware of.
Refugees Week is run by Donegal County Council. It is a celebration of inclusion , community and sport. The theme this year was ‘Courage’. Another event that was run this year was Africa Day , with 2 family friendly events showcasing African culture, music,food and heritage.This event was open to everyone in the community, embodying a true spirit of welcome and cultural exchange. I must admit that I wasn’t aware of this event until I did my research for this module and it is certainly an event that I would like to attend next year. I also feel that these events could be made known to parents and linked to work being done in class ( SESE/SEE)
Teachers can promote cultural understanding and celebrate diversity. Schools should provide an inclusive environment where everyone is welcome. Stories and books should be made available to the children that celebrate different cultures. The large school in my own local town often hold Multicultural and Intercultural days to celebrate the diverse backgrounds of its students. These events typically feature traditional food tasting, cultural dress, music and art from around the world. They decorate the school with the flags and posters of the all countries that their pupils came from.
Perhaps a school motto could be displayed ‘Kindness is the language that everyone understands and the bridge that helps strangers become friends’ by using pictures of diverse students or even in many languages.
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I love your honesty, Rose, about not knowing about Africa Day before doing the module. I’d say that is true for lots of us with local events. They are happening, but we don’t always hear about them in time. Sharing these events with parents, or linking them to SESE/SPHE work in class, would be a lovely way to bring the learning to life for children. The multicultural days you mentioned sound brilliant too. Food, music, dress, flags, and art can make diversity very visible and positive for pupils, especially when children see their own backgrounds represented in the school.
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In my local community, the Irish Red Cross has played an important role in supporting refugees by helping to provide accommodation and assisting families in finding school places. This shows how important local organisations are in helping people settle into a new community and feel welcome.
As a school, there are many ways we could support refugee families. One simple idea would be to create a buddy system where new pupils are paired with a classmate who can help them settle into school. We could also celebrate different cultures through art, music, food and storytelling so that all children feel that their backgrounds are valued. Where possible, we could organise a collection of school supplies, uniforms or books for families who may need them.
I also think it is important to teach children about why people become refugees in an age-appropriate way. This can help build empathy and understanding while challenging stereotypes.-
Aoife, the practicality of this is what struck me. The buddy system especially — for a child walking into a new school, having one person who’ll show them where the toilets are, or sit beside them at yard time, can take the edge off those first few days more than any amount of planning at staff level. Your point about art, music, food and stories is well made too. They’re an easy way in, and they let children meet a culture as something ordinary rather than as a topic to be covered. Small, but it does a lot.
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Researching organisations in Galway that support Ukrainian refugees has shown me that welcoming refugees is about much more than providing accommodation. Organisations such as UHUG – Ukrainians Helping Ukrainians Galway help people rebuild their lives by supporting education, employment, language learning and social integration. This reminds me that schools also have an important role in creating welcoming and inclusive communities.
Our school could take practical action by organising a buddy system for new students, celebrating different cultures through international days, and encouraging students to learn a few words in Ukrainian as a gesture of welcome. Fundraising events, donations of school supplies, and inviting local organisations to speak about the refugee experience could also help students develop empathy and global awareness. These activities would encourage respect, inclusion and active citizenship.
This links closely to the School Self-Evaluation (SSE) process. Development Education encourages students to think critically about global issues, human rights and social justice. By including refugee awareness and intercultural understanding in SSE targets, the school can evaluate how effectively it promotes equality, inclusion and student wellbeing. Students would not only learn about the challenges refugees face but also become active participants in creating a caring and welcoming school community. In this way, Development Education supports both personal growth and whole-school improvement, helping to build a school culture where every student feels valued and respected.
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Doras is an organisation that works in our community, providing support with housing, education, health and employment for people seeking international protection in Ireland. It also provides support to people in areas such as wellbeing and health. Schools can support organisations such as Doras by holding multicultural events in schools and information evenings for parents on how the school can promote awareness and provide support for people accessing these services. The student council can also consider fundraising activities in school to support organisations such as Doras. These activities can be as simple as having cake sales, pyjama days, dress-up days or raffles to raise money and awareness of these organisations working in our communities. Placing contact details of these services easily visible in reception areas in schools is also important so that those who have newly arrived are aware of the support services available to them while in Ireland.
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I really enjoyed reading your post. I like how you highlighted the practical ways schools can support organisations like Doras through fundraising and community events. Your suggestion to display contact details in the school is a simple but effective way to help newly arrived families access the support they need
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Hi Eimear,
Thanks so much for drawing my attention to Doras – I had not heard of the organisation before but after looking at their website I can see the variety of ways in which they can provide support to migrants in Ireland. If I ever had a parent who I felt was in need of any of these supports, I would definitely encourage them to contact Doras.
My school also holds multicultural events – including an international festival in the hall where food, clothing and other customs are celebrated from the vast majority of nationalities of our school’s pupils.
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Hi Eimear,
It was interesting to read your response. I had not heard of Doras before, so it was interesting to learn about the support they provide. I also liked your idea of involving the Student Council in fundraising and awareness activities, as it gives children an opportunity to make a meaningful contribution while learning about inclusion and supporting their local community.
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There are a few organisations in my area that are working with refugees. First of all, my school supports these refugees by welcoming them to our school. We have a number of refugees attending our school. We have a huge focus and emphasis on EAL and implement strategies to help our EAL students for example visual aids around the school. We also have a strong emphasis on using visual aids in our classrooms and in every lesson eg a visual timetable.
Other ways that our school community can help support refugees in our area is by teaching students about why people become refugees and encourage kindness, respect and understanding. Storybooks, videos and class discussions can help students understand that everyone deserves to feel safe and included.
In addition, our school has organised culture days/assemblies and should continue this to further support refugees in our school community. This is an opportunity to celebrate different cultures by holding an international day where children share food, music, stories and traditions from around the world. This helps everyone appreciate diversity and learn from each other. By taking these small actions, pupils learn the importance of empathy, inclusion and helping others, while creating a welcoming school where everyone feels valued and respected.
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A group that works with Ukrainian refugees in my area is called the hub.
Its work includes:Providing donated clothing, shoes, toiletries, toys, and other essential items to Ukrainian families.
Helping people access services such as employment, education, healthcare, and legal information.
Offering translation and integration support for people settling into life in Ireland.
Organising community activities, including children’s programmes, cultural events, workshops, and social gatherings to reduce isolation and help people integrate.
Supporting Ukrainian-language education and maintaining connections with Ukrainian culture through local community initiative.
This hub was and is an essential part of the ukrainian refugees settling into the area. A place where they can go to meet other Ukrainian families and also to integrate within the local community as there are many local volunteers and workshops set up to promote links to the community and provide opportunities for integration. It has really allowed for sharing of cultures and promoting cultural awareness in the area.-
This sounds like a really valuable support in the community, Mairéad. What I like is that the hub isn’t only about handing out practical items, important as that clearly is, but about helping families feel less isolated and a bit more connected. The translation support, the children’s activities, and the workshops must make a real difference to people trying to settle into a new place. It’s easy to forget how hard it must be to land somewhere new and have to figure out schools, doctors, work, language, and the everyday routines all at the one time. Your reference to keeping links with Ukrainian culture stood out to me as well. Integration was never meant to mean leaving your own culture at the door, and it sounds like the hub is helping people hold that balance.
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Hi Mairead, that organisation sounds like it’s doing really important work. I’m sure there are Ukrainian children in your school who’s families benefit from the service. The whole community can benefit from something like this as it helps build community and allows the Ukrainian people to maintain their culture and language and to have pride in it while connecting with Irish culture.
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The Irish Refugee Council aim to “provide support and promote the rights of refugees and people seeking protection in Ireland”. The support refugees in gaining access to education through advocacy, lobbying, and developing Sanctuary Scholarships with Universities and ITs across Ireland.
The Migrant Rights Centre Ireland is a “national organisation working to advance the rights of migrant workers and their families at risk of exploitation, social exclusion and discrimination”. The centre supports those who are experiencing labour exploitation, runs a family reunification campaign and advocates for justice for the undocumented.
If I had an older class, I would share stories published from the Irish Refugee Council’s website. I would use these stories to prompt a class discussion. I would choose a specific topic (such as access to Education) that refers back to the sustainable development goals so that children can see in context how migrants and refugees are affected in their own community.
Regarding SSE – I would consider a combination of surveys among children, parents and staff, with particular sensitivity.
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There are many national organisations offering refugee support services in this country.
– Irish refugee council: offers help and information in different languages on the international protection process, including providing legal representation, amd programmes on housing, employment, education, youth work and resettlement.
-Irish red cross: manages community sponsorship initiatives, integration, help finding accommodation and connects to local health and social services.
-Doras: provides free support, advocacy, and drop in advice for migrants and protection applicants.
-Crosscare migrant project: focuses on immigration queries, residency permissions and citizenship applications.
In school we can support refugees by educating the students about why people leave their home country, if appropriate showing videos about the lives of children in other countries. we could also set up food, clothing, books and old toy drives to support local provision centres.
The past year we also had migrants join our school. To help them to integrate we discussed their home country and the circumstances behind why people leave. The SET team prepared packs in the students native language and also gave a lesson to the classes the child would be part of – teaching basic greeting expressions in their language. We also used google to translate worksheets and set up a buddy system for the first 2 weeks to help the student to settle in and integrate. This ties back to our inclusion policy. Furthering this next year we hope to run a cultural event including a bake sale.
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Creating an inclusive school community is one of the most effective ways to support all children. Schools can help pupils feel valued by encouraging respect for different cultures, using classroom resources that represent diversity, and helping new pupils settle in through supportive initiatives. When children feel accepted, they are more confident and engaged in learning.
Pupils can also develop a better understanding of inclusion by taking part in activities that celebrate different backgrounds, encourage teamwork, and promote empathy. These experiences fit well with the aims of SPHE and support School Self-Evaluation by fostering wellbeing, equality, and a positive school environment.-
I love Rachel’s point about the importance of inclusion in our schools. By adopting a policy of inclusion, celebrating differences and empathizing with those less fortunate, we create a healthy, positive mindset that will encourage children to accept refugees and migrants into our society. Having an understanding of the history of migration, and our own history of having to immigrate, I think we will all become more open to welcoming and helping those who come to our country out of need, having experienced the unthinkable in their own countries. Irish people have short memories of their own history of immigration and we, more than anyone, should be inclusive because of this.
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Researching organisations in my local community showed that the Irish Refugee Council, based in Dublin, works closely with refugees and people seeking international protection by providing advocacy, legal information, education, housing, employment, and integration supports. They play an important role in helping refugees rebuild their lives and become part of their local communities.
In my opinion, schools play an important role in helping refugee children feel welcomed and included. In my classroom, I would encourage students to learn about different cultures through stories, art, music, and geography lessons. In our school, we celebrate an Intercultural Day every year, where children wear traditional clothing from their home countries, bring in food to share with their classmates, and talk about their culture and traditions. This is always a very positive experience and helps all students develop a greater appreciation and respect for different cultures. We could also create welcome cards for new students and organise fundraising events or collections of books and school supplies for refugee families. These activities help children develop empathy, respect, and an understanding that everyone deserves to feel safe and valued, regardless of where they come from.
The migration module can also support School Self-Evaluation (SSE) by encouraging schools to reflect on how well they promote inclusion, equality, and intercultural awareness. Reviewing school policies, classroom resources, and student voice can help identify areas for improvement. Embedding these values into everyday teaching would create a more welcoming school environment where all children feel respected, supported, and included, while also helping students develop as compassionate and responsible global citizens.
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I think it is so important to learn about other cultures. By doing this through Art, stories, songs, projects etc, students enjoy these activities and in doing so learn a well of knowledge and grow an understanding of other pupils in our class. I think it is an amazing initative to also fundraise for supplies for refugee families for school.
It could be an idea for our school to fundraise enough money to subsidise or provide access to free school trips, swimming lessons, bus fares etc. that can accumulate throughout the school year. it would help to remove the barrier to inclusion for these students.
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After looking into organisations that support refugees, I found that the Irish Refugee Council and Kildare County Council’s Local Authority Integration Team both support refugees and families settling into communities across Kildare. It made me think about the role schools can play in helping children feel welcome from the moment they arrive.
In my school, I think the Student Council could lead simple but meaningful initiatives. For example, they could organise a buddy system so every new pupil has someone to help them during break times and show them around the school. They could also create welcome packs with a school map, a timetable and cards made by the class. Another idea would be to organise an “International Day” where pupils share food, music or stories from different cultures, helping everyone learn about each other’s backgrounds.
These activities would fit really well with SPHE and the school’s wellbeing goals. They also show pupils that inclusion isn’t just something we talk about—it comes from small, everyday actions that help everyone feel they belong.
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Integration Team (LAIT), the Irish Refugee Protection Programme, and community groups that help families settle into the area. These organisations work to connect people with education, healthcare, sports clubs, and other community services so they feel welcome and included.
As a school, there are many simple ways we could support refugee children and their families. We could organise a welcome buddy system, where pupils help new classmates settle in and make friends. We could celebrate different cultures through art, music, food, and storytelling, helping all children learn about and respect different backgrounds. Fundraisers for local refugee support organisations or collecting school supplies for new families would also be meaningful ways to help.
I think the most important thing is creating a welcoming school where every child feels safe, included, and valued. Small acts of kindness, understanding, and friendship can make a huge difference to children who may have had to leave their homes. These experiences also help our pupils develop empathy, respect, and a better understanding of the world around them while becoming active and caring global citizens. -
Researching this topic made me realise that there are many supports for refugees and migrant families within the wider Meath community. Having just moved to the area and I will be starting in a new school in Meath, having to look into my own community has been most beneficial. The Trim Family Resource Centre provides support and information to local individuals and families, while Meath County Council’s Local Authority Integration Team helps refugees and people seeking international protection access services and settle into their communities. During college, I also volunteered in the Mosney Accommodation Centre, where I saw how important community and a sense of belonging can be for children and families adjusting to a new country.
Schools can support refugee pupils through buddy systems, books and lessons that celebrate different cultures, and by giving families welcoming communication.
This could link well with School Self-Evaluation, particularly if wellbeing or inclusion was chosen as an area of focus. A whole-school approach would help ensure that welcoming and inclusive practices are part of everyday school life rather than once-off activities. -
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There are Integration Serives and Communities Networks in my area that help refugees and families settle into the local community. While these organisations provide valuable support, I also think schools have a very important role to play in helping children and parents feel welcome.
There are many simple things our school could do. We could use Google Translate to provide letters and important information in parents’ first language, making communication easier. A buddy system could pair a new pupil with another child who speaks the same first language where possible, while also giving them opportunities to spend time with English-speaking classmates to help build friendships and language skills. Visual supports, clear routines and a welcoming classroom environment would also help children settle in.
Our school already invites parents into classrooms each term for events such as coffee mornings, art displays and performances. These occasions give families the chance to meet one another, become familiar with the school and celebrate different cultures together. SPHE lessons, circle time, cooperative games and events such as International Day also provide opportunities to discuss kindness, fairness, inclusion and respect for others.
This links closely with School Self-Evaluation, particularly if the focus is on inclusion, wellbeing or pupil voice.
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Elaine, I really enjoyed reading your post. I like how you focused on simple, practical strategies that can make a real difference for refugee families. Using Google Translate, visual supports, and a buddy system are excellent ways to help children and parents feel welcomed and included from the beginning. I also agree that involving families through coffee mornings and school events helps build a strong sense of community. Your link to SPHE and School Self-Evaluation shows how inclusion can become part of everyday school life rather than a one-off activity. It is a thoughtful reminder that creating a welcoming environment starts with small, meaningful actions that benefit all children.
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There are many organisations such as Unicef and Red Cross as examples of Development Education in our local communities. There are also legal services such as Women’s Aid and flac which help with legal and regulatory issues for refugees etc. providing assistance from legal to practical.I think sports and buddy culture in schools would really help children to integrate and sports is a fantastic opportunity to build communities of children looking past race colour and creed.
From an education and sse perspective I think Mulit cultural days celebrating food and cultures from around the world with parental involvement is a fantastic way to encourage diversity for all.
School quizzes and culture celebrations and language celebrations would also foster diversity in our schools. -
We have great support in my local school community – particularly we have a local resource centre which is well funded that provides support to families from a mainly social point of view. It’s brings them together for gatherings, provides education sessions ( providing childcare so parents can attend) helps them link in with supports that they may need e.g linking in with the local public health nurse. It’s all very practical support but very helpful.
In our school, we regularly hold parents events, coffee mornings, in class activities, games, multi cultural week – for example on World Book Day we invite parents in to read books to children in their native language. All these things provide a positive & welcoming environment for all in our school community.
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After researching organisations in Dundalk, I found that Irish Red Cross Dundalk, Culture Connect CLG – Dundalk Louth Intercultural Organisation, and Somali Irish Community Development Association all support refugees, migrants, and families from diverse cultural backgrounds. These organisations promote inclusion, provide practical support, and help people settle into the local community. They could also be valuable partners for schools in promoting intercultural awareness.
As an infants school, our focus would be on helping young children develop kindness, empathy, and respect for others. We could celebrate different cultures through stories, music, art, and food, read picture books about friendship and belonging, and organise a welcome display in different languages. Students could create welcome cards or artwork for newly arrived children and learn simple greetings from different cultures. These small actions help children understand that everyone deserves to feel safe, valued, and included.
This migration module can support our School Self-Evaluation (SSE) by strengthening our commitment to inclusion, wellbeing, and equality. It encourages teachers to embed intercultural education across the curriculum and helps create a welcoming school environment where every child and family feels respected and supported.
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One example is Ashbourne Refugee Community Sponsorship, a volunteer-led group that supports refugee families as they settle into the community by helping with access to services, education, language learning, and community connections. Meath County Council also provides integration supports for refugees and international protection applicants, helping connect families with local services and opportunities.
As a school, we can play an important role in creating a welcoming and inclusive environment for refugee children and their families. We could organise cultural celebration days, encourage children to share their own traditions, and use stories from different countries to develop empathy and understanding. Pupils could create welcome cards, artwork, or care packages for new students joining the school.
Through Development Education, children can learn about migration, human rights, and the importance of belonging. By promoting kindness, respect, and inclusion, schools can help ensure refugee children feel valued as members of our community.
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There are many simple ways our school and students can help refugees feel welcome and supported in our community.
One way is by raising awareness. We could organise activities to help students learn about the experiences of refugees and the challenges they face. This could include inviting guest speakers, watching short videos, or taking part in class discussions.
Creating a welcoming and inclusive school environment is also very important. We can celebrate different cultures and traditions through special events and encourage all students to respect and value diversity. This helps everyone feel that they belong.
Language can often be a challenge for newly arrived students. Older pupils could support them by helping them practise English or simply by being a friendly buddy during the school day.
We could also provide a welcome programme for new refugee students to help them become familiar with the school, make new friends, and learn about school routines.
Working with local organisations such as Connect Laois, the Irish Red Cross, and GOAL can provide valuable support and resources for both the school and refugee families. These organisations can also help schools build stronger links with the local community and support families as they settle into the area.
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Safe, secure and affordable housing is essential for children’s wellbeing and development. In Ireland, many families are affected by the current housing crisis, with some children living in temporary accommodation or struggling to rent ot buy homes. This can impact children’s education, mental health and sense of security.
In my classroom, I would encourage pupils to explore what makes a community safe, welcoming and inclusive. Through project work, discussions, and stories, children could learn about the importance of housing as a basic human right and how everybody deserves a safe place to live. Pupils can develop their own ‘ideal community’ considering homes, schools, parks and infrastructure necessary.
This module can feed into our school’s SSE (School Self-Evaluation) by evaluating opportunities for pupils to learn about local communities through issues through SPHE, Geography and Green School’s initiatives. The school could also strengthen links with a chosen local charity in the community, particularly one for the homeless in which the could participate in awareness or fundraiser -
An organisation working with refugees in my community is Doras. This organisation supports refugees, asylum seekers and migrants. They provide legal services, general information and support and help with integrating into the community. Schools also play an important role with providing support and helping integrate into the community. In the event that refugees or migrant pupils join our school I would encourage out pupils to welcome them and support them. This could be in the form of liaising with Doras in identifying how we can help, organising intercultural day or activities whereby the children learn about the traditions and cultures of fellow pupils. I would also encourage and enable the children to learn a few basic phrases such as hello in the particular language of any new class pupils and set up a buddy system to help a new pupil become familiar with the school layout, class routines, participating in and learning new games or activities etc.
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I was unaware of any local organisations working to support refugees. After some research, I have discovered Cultúr, based in Navan. On its website, Cultúr is described as ‘a community organisation that works with migrants, asylum seekers and refugees promoting equal rights, intercultural inclusion and opportunities for all’. They run English conversational classes, a women’s group, a men’s project, Irish language classes, and offer training to groups in empowerment, anti-racism, inter-cultural awareness and cultural competence. This is a great organisation to be aware of, and I will certainly keep it in mind in future.
As a school, we do our best to be welcoming and supportive to any newcomers to our community. Our HSCL officer has been proactive in setting up weekly English conversational classes for parents. We have paired up new children with others who speak their language (where possible), and have found it really helpful. Class teachers make an effort to learn a few phrases in the language of new pupils. Children are taught about many cultures and languages, and are encouraged to share their experiences of other cultures. Our music programme incorporates music from around the world.
There are opportunities for many more initiatives to be undertaken through SSE. I would love to see a dedicated day or week for a celebration of the many cultures that make up our school community. It would be amazing to invite families to share their food, their music, their language etc. I have seen several other schools display the national flags of all the children in their school, or have a mural created using the flags and languages of their pupils. I would love to see something like this in my own school. Unfortunately, there was an incident towards the end of the school year where a child in my class and his parents were subjected to racist abuse from their neighbours, and it was very difficult to handle the fallout from this in the classroom. School management were unsure how to handle this and where to go for guidance; perhaps this is an area where guidelines could be drafted at a local or national level.
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Hi Áine! Cutlúr really is a great local organisation to know about. I liked reading about your schools parent English classes through the HSCL and the language buddying system.
Our school has intercultural week and its so wonderful to see students happy to represent and share about their background or learn about something new. It works really well and we find a lot of parents are so generous with their time and delighted to bring in food and help out.
That incident with a pupil sounds heartbreaking. Management teams often struggle to know where to turn when racism spills into the community. I would suggest checking out Black and Irish or Briana Fitzsimmons, as they work with schools on building anti-racist and anti-bias classrooms/schools. Clearer guidelines and supports linking in with anti-racism organisations for support would really help a lot of schools handle those tough situations better. All the best!
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Looking into local supports, organisations such as Cultúr Migrant Centre (working across Louth and Meath) and national groups like the Irish refugee council do incredible work supporting refugees, international protection applicants and families settling into local communities. Another organisation, Hands4Unity.
In the primary classroom, welcoming refugees starts with building empathy and creating a genuine sense of belonging. This year our school became a ‘school of sanctuary’ which is an amazing proactive programme. Another action would be to join the Yellow Flag Programme. On a classroom level, pupils can set up a peer buddy system for new students, create dual language welcome signs, or organise a welcome party. Initiatives like hosting a welcome party, assembly, or intercultural week allow students and families to feel seen and celebrated.
From an SSE perspective, development education around refugee integrations links to learner experiences. we can use SSE to audit our school environment gathering pupil voice through student council surveys or focus groups to evaluate how inclusive and welcoming our school culture actually feels. setting targets around anti-racism, empathy, and global citizenship ensures our welcoming actions are active, embedded, and long lasting rather than just one off events.
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Peace, I like your ideas on eliciting and gathering student voice. Sometimes we as adults think we have inclusion sorted, but listening to students’ evaluations of their experiences of how welcoming or inclusive the school environment actually is, would offer great insights to the SSE process and school practice.
Long-lasting inclusion of people who come to Ireland for any reason must be the focus. Sometimes once-off Diversity Days can seem tokenistic, when real cultural change occurs when children and their families feel welcomed and included every day in our schools and communities. Building empathy and understanding, through lessons on Development Education as outlined in this module is a great way to start.
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There are so many organisations working closely with migrants and refugees in the Cork area. The Cork Migrant Centre located at Nano Nagle Place organised coffee mornings for parents with young children to meet up regularly. They also create gardens close to Direct Provision centres providing opportunities for migrants, refugees and asylum seekers to get involved in gardening with local members of the community.
Another organisation in Cork is Nasc, meaning link as gaeilge. The organisation have many ongoing projects including community sponsorship, programmes for women children and families, education pathways as well as employment and integration programmes.
These two organisations are just two of many that are working with refugees in the local community.
There are so many ways our school and students can take action to support refugees or welcome them to the community. Our school has a huge multinational cohort and cultural awareness is already implemented into the curriculum and the yearly school events. Our annual Multicultural Day is something that is looked forward to every year and parents are invited in on the day to share their food and show off some of their traditional clothes or items from home. It’s such a huge event that is getting bigger year on year. We have a large EAL cohort too in the school and dual language books are available in each classroom as it’s important to celebrate children’snative languages as well as helping them to learn the English language too. New pupils in the school are grouped with students to support them and help them feel welcome.
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Through this module, I became aware of several local supports in Dundalk that I hadn’t known existed. The Cultúr Migrant Centre offers direct support to migrants and refugees, including English classes, a women’s group, and job‑coaching. The Louth Volunteer Centre has a New Communities Support Officer who helps families connect locally through volunteering and welcome cafés. The Louth County Council Integration Team also works in Dundalk to support international protection applicants and programme refugees. These are valuable resources, and it would be ideal for schools — especially the Home School Liaison teacher — to link with them to support families.
In school, teachers play a key role in helping pupils feel welcome. I prepare my class before a new pupil arrives, encourage open discussion, and assign a buddy for class and yard time. SPHE lessons also help promote friendship, inclusion, and cultural awareness.
Whole‑school initiatives like a Cultural Day would celebrate diversity through stories, music, food, and language. Open mornings for parents and optional English classes could further support integration. All of this aligns strongly with SSE by promoting equality, inclusion, and intercultural awareness within our school community.
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There are no specific refugee organisations in the locality of our school but national organisations such as the Refugee Council and Irish Red Cross work across Ireland to support refugees.
In our school we have a mulitcultural week which culminates in ‘Diversity Day’ where all families, Irish and international, and members of the local community are invited to come to the school and show their national dress, food, music, books, culture, etc. The preparation for this and home-school communication fosters stronger links with families and hopefully helps all families to feel welcome and valued in our school community.
On an individual level, newcomer children are given a special welcome and some consideration is given to who they are buddied up with initially, usually someone who speaks the same language or is from the same country. They also receive EAL support when needed. We are fortunate to have several international staff working in the school who can translate correspondance and mediate at meetings with newcomers who may not understand much English.
This alignes with equity and inclusion aspects of SSE.
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I really like the approach your school has taken to welcoming newcomer families. I think the Diversity Day sounds like a great way to celebrate the different cultures within the school while also giving families an opportunity to get to know each other. It is great that this includes both Irish and international families, as it makes inclusion something that everyone is involved in.
I also think the buddy system is a really practical idea, especially when the child can be paired with someone who speaks the same language. Having EAL support and international staff who can help with translation would make a huge difference to both children and parents. These small steps can help families feel more comfortable and included. It is a great example of how equity and inclusion can be put into practice through SSE.
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I come from a very small rural community with not many amenities. Because of this we don’t have any refugees in our community. In nearby towns however organisations like the red cross works with refugees. Schools and students can help refugees feel welcome and supported in many practical ways. Language support would be a way to integrate new children into the school community. The school could offer extra English language help, conversation groups or peer tutoring. The school could hold sponsored walks or other events to raise money for reputable organisations supporting refugees. In my school last year we had a multicultural day where every classroom picked a culture to celebrate. We learned about the country we picked and made a class presentation. On multicultural day the children could dress in clothes of their culture and bring food of their culture. The children absolutely loved this and they loved finding out about different cultures and traditions. Development Education can feed very naturally into school self evaluation because it provides evidence and a framework for looking at how well a school develops students as active, informed and responsible citizens.
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Our school has strong links with our patron CrossCare and its local Youth Centre. They do great work to engage youths in the community through developmental activities, advocacy, and mental health programmes to name but a few. Staff from ‘The Den’ in Finglas, Dublin come to collect our students on Wednesdays (a half day) and take them to activities both in and outside of the centre. From researching their website, I see that The Den also supports young people living in Direct Provision. I think our students would be well equipped and interested in supporting refugees their age in the community by encouraging them to come to the youth centre. While in school they could design posters to put up in the local shops and GAA clubs. As a school, we could facilitate the students to create a short video to welcome adolescent refugees to the local area. They could then encourage them to come to The Den to make friends and build connections with the local community. This could be posted on both the school’s social media and The Den’s.
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According to a Google search, there are a few organisations that help in the town closest to me. Firstly, there is diversity Sligo, which cffers confidential advice, adult and children’s education support, and mental health guidance.There is also a Local Authority Integration Team (LAIT) which is run via Sligo County Council to assist with financial, medical, and community settling needs.Finally, Sligo LEADER Partnership provides social inclusion programs and links to English classes via Mayo Sligo Leitrim ETB. Unfortunately I was unaware of the first two. I had heard of Sligo LEADER Partnership but I was unaware of the services that it provides.
Looking at Diversity Sligo’s website, there are many ways that people can volunteer, for example, as English language teachers/ translators. This could be something that school staff and children could help with. Learning from the previous modules, we could begin with a discussion about how refugees might be feeling when in a new country, after leaving their home and in a place where they do not know the language. We could then discussion an action plan to help. This could include information sheets about the area in different languages as well as key phrases and important words to know.
A big part of their mission is to make everyone feel included in the community regardless of where they are from. Making home links with the families working with Diversity Sligo and their new schools would be an ideal way to do this. Everyone learning about each other’s cultures.
Community outreach could be incorporated into the SSE and links with inclusion and wellbeing. (Improving and reflecting on the schools success in being respectful and welcoming)
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Schools of Sanctuary Ireland helps schools support refugees and create a welcoming environment for them. I particularly like the idea of learning about refugees and migration before taking practical action. In school, we could explore different cultures and experiences and then discuss how we could help new pupils and their families feel part of our school community.
I think the children could also have a role in deciding what actions our school could take. Maybe this could be through creating welcome displays, learning some words from different languages or sharing aspects of their own cultures. This would help all children understand the importance of inclusion rather than simply being told about it.
I also think this could feed into SSE by looking at how welcoming and inclusive our school currently is, identifying areas that could be improved and agreeing on actions. Working towards becoming a School of Sanctuary could provide a useful framework for this and help make welcoming refugees and newcomers a priority within the wider school culture. -
After researching the support available in Laois, I was interested to see the range of services working to help refugees and new arrivals become part of the local community. Laois County Council’s Local Authority Integration Team provides support with areas such as English language classes, education, employment and social integration. I think schools have an important role to play alongside these organisations in helping children and families feel welcomed and included.
If a refugee child joined my school, I would focus on creating a welcoming classroom environment where they feel safe, valued and included. Simple actions such as learning how to say hello in their home language, learning about their culture and traditions, using visual resources and providing opportunities to make friends could make a significant difference. I would also encourage cooperative activities where pupils can work together and learn from each other.
As a whole school, we could organise a multicultural day where pupils share food, music, stories and traditions from different countries. We could also work with local organisations in Laois to identify appropriate ways for pupils and families to offer support. I think it is important that activities focus on inclusion rather than making refugee children feel different or singled out. By promoting kindness, empathy, respect and understanding, schools can help create a community in Laois where everyone feels that they belong.
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Every town, village and community in Ireland has been affected by refugees and migration in recent years. Therefore it is hugely important that we educate ourselves and the children we teach about who these people are and why they are here.
In Carrick on Shannon where I teach, there is a group called the Borgen Project who helps Kurdish families rehome and settle into the town. The emphasize the similarities between the Irish and Kurdish and help the locals understand and accept them into the community.
However, this takes action and empathy and I think it is important to teach children about the concepts of refugees, migration, etc. With understanding and education comes acceptance. We need to challenge the media and what it portrays these people to be. We are all the same, we all have the same rights and responsibilities and we have a duty to help those less fortunate.
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In our school, we do not have many children who are refugees attending the school. Having researched organisations in the area, I found that the Irish Refugee Council provides support to refugees through areas such as education, housing, employment and resettlement. There is also The Open Community, which helps communities across Ireland welcome refugees and supports local people who want to become involved in welcoming newcomers. Locally, the YMCA community could help with assisting refugees settle into our community in the area.
One thing we do in our school every year is have a multicultural week where we have assemblies, food tasting days, have parents come in and share about their languages and cultures. It is so important that every child feels welcome and included as part of the school community. I always have welcome on the door to my class in all the different languages that the children in my class speak to represent their own language. I always set up a buddy system for new children who are learning English to help settle them into school as well as using pictures e.g. about the school set up, routine etc to help the child as they learn English and settle into the class.-
Hi Emer,
Thank you for your post here and for outlining your own experience of this in your school. While the pupil population of refugees might be small, the efforts you make to ensure all pupils are welcomed regardless of background would transcend all members of the pupil population. I think that ideas like a multi-cultural week would provide a safe and welcoming environment to help migrant children settle into the school, whilst also celebrating their background and heritage.
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Having researched organisations supporting refugees and new arrivals in the Carlow and Laois area, I was encouraged to see the range of local supports available. Carlow County Council has a Local Authority Integration Team (LAIT), which provides information and support to refugees and people arriving under Temporary Protection. Laois also has an Integration Team supporting access to education, English classes, healthcare and community activities. Connect Laois also works to support new arrivals and promote inclusion.
I believe our primary school could play an important role in helping refugee children feel welcome and included. A buddy system could help a new pupil become familiar with school routines, make friends and feel less isolated. Visual timetables, pictures and simple language could also support children who are learning English.
Students could take part in multicultural activities involving stories, music, art and games from different cultures. We could also organise appropriate fundraising or collection projects in partnership with local organisations.
Most importantly, I believe we should create a culture of kindness, respect and belonging. Refugee children should not be viewed only as people who need help, but as valued members of our school community who bring their own languages, cultures, experiences and talents. -
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In our community, vital organizations like Crosscare and the Migrant Rights Centre Ireland offer practical aid, advice, and advocacy to help families navigate the international protection process and settle in smoothly. As teachers, we must prioritise immediate classroom inclusion. Implementing predictable routines, utilising rich visual supports, and organising structured welcome activities significantly eases a new pupil’s transition. Simultaneously, we must cultivate a supportive culture where peers proactively show kindness, ensuring no child suffers from social isolation. For example, during SPHE lessons and circle time, I explore themes of fairness, respect, and belonging. Integrating age-appropriate stories and real-world examples helps children unpack the complexities of displacement, naturally fostering deep empathy. From a School Self-Evaluation (SSE) perspective, this aligns perfectly with our inclusion and wellbeing policies. Reviewing our practices and celebrating diversity allows us to critically assess how effectively we build a respectful, supportive educational community for every child.
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There is a group working in the SouthEast called Waterford Integration Services (WIS) which works with newcomer citizens of Waterford. It provides drop-in facilities for initial frontline services and then refers people onwards to other agencies to assist with specific issues. WIS works collaboratively with many other organisations such as the Department of Education.
Actions which our school and students could take include collection and donations of items which might be helpful for newcomers to our community such as collections of good quality used clothing, footwear, toys and books. These could be shared with people in direct provision or other newcomer families.
Education in this area is so important and use throughout the school of the lessons from Plan International and other agencies such as Irish Aid is a really important way of developing children’s understanding of this topic and also of accessing accurate information in an age appropriate way. The website developmenteducation.ie has a range of really useful resources.
On a practical level, we can think about ways to really help newcomer children in our school to really feel that they belong. Ways to do this include use of clear signage throughout school to direct parents and children to classrooms, toilets etc. Direct teaching and practice of simple classroom routines is important. Where possible, use of a buddy system with pupils who share the same home language might help. Displays which reflect the home lives of all children in the school help. Invitations to families to visit the school and participate in school life can help. One example of participation could be sharing a book in a home language with a class can. Weaving words from all home languages into the school day can also help. Sourcing books in different languages and placing them in school libraries is helpful as is use of story to explore the theme of migration.
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Hi Deirdre,
You’ve highlighted a wide range of practical ways here of how children and families new to the school can be supported, from working with local organisations such as WIS to creating a welcoming and inclusive school environment. I particularly like your focus on belonging, with ideas such as buddy systems, multilingual resources and opportunities for families to participate in school life.
One further step could be to involve pupils in exploring the stories, languages and cultures represented within their own school community, either informally in class or more formally at a whole school level, helping all students to recognise and celebrate the diversity that already exists around them.
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Having researched our local area I was surprised to find that Kildare County Council’s Local Authority Integration Team (LAIT) does a lot of work in these areas. In particular it helps to connects refugees with local services, and supports – such as education.
In our school context I think this would be a great opportunity for our students to learn about integration from a more local perspective – within their county. We could potentially ask the LAIT or national organisations such as the Irish Red Cross to come into our school and host a workshop to help us to challenge stereotypes around refugees and to understand their experiences more.
Our students could then take actions by creating a welcome project – creating a welcome leaflet in multiple languages. Having signage in multiple languages around the school or simple visuals so that all children feel included. A buddy system for children who are new to the school to help them to settle in would be great also.
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Having researched organisations that support people experiencing displacement, disadvantage and social exclusion in Limerick, I came across Doras, the Jesuit Refugee Service Ireland, Limerick Migrant Integration Forum and NOVAS. Doras supports refugees, asylum seekers and migrants while promoting their rights, dignity and inclusion within the community. NOVAS supports people experiencing homelessness and social exclusion. I found it interesting to see how each organisation contributes in different ways to supporting vulnerable people and promoting equality, dignity and inclusion.
I believe schools have an important role to play in helping children from different backgrounds feel welcomed, respected and valued. This is particularly relevant to me as I work in a multicultural school where children come from a variety of countries and may have very different cultural backgrounds and life experiences. In my classroom, I would encourage children to explore and celebrate different cultures through stories, music, art and discussion. These activities can help children develop empathy, kindness and respect while recognising and appreciating the diversity within their classroom and wider community.
One example of how we promote inclusion and celebrate diversity in our school is through our annual Multicultural Day. Families are invited into the school to set up stalls representing their home countries, where they share traditional foods, cultural items and other aspects of their culture with the school community. Every country represented in our school is included in the day, which gives children and families the opportunity to learn from one another and celebrate the different cultures within our community. To finish the day, we have a parade of the flags representing each country in our school. It is a very special event that the children and families look forward to and really enjoy. I feel that this day helps to create a strong sense of belonging, as every child and family has an opportunity to see their culture represented and valued within the school.
At a whole-school level, we could support these organisations through fundraising, awareness campaigns and community activities. Such initiatives would provide children with opportunities to learn about local and global issues and develop an understanding of social responsibility. They would also help children recognise that even small actions can make a positive difference to the lives of others.
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