We cannot imagine how difficult it must be for child refugees arriving in the UK from war-torn countries. Creating an environment in school where these vulnerable young people feel welcomed and comfortable requires strategic planning and a commitment to inclusivity. Beatrice Twumasi advises.
It is a cold October morning and I am greeted by a pastoral manager and two siblings who have recently arrived in the UK from Ghana. It is their first official day at our school.
I greet them with “ɛte sɛn”, which means “how are you” in their language Twi. Their faces beamed and replied with “ɛyɛ” (meaning fine).
It took me back to when I arrived in the UK in primary school surrounded by the newness of everything. From the little things like new food and smells to the big things like seeing snow for the first time.
In the case of these siblings they could speak English, so they were able to adapt quickly. But as we know, this can be difficult when students do not speak English, arriving as refugees from war-torn countries.
As a school leader and recent lead for English as an additional language (EAL), I would like to share a few tips that have helped me on this journey so far to create an environment where children who are refugees or arriving from another country feel welcomed and comfortable.
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