We aim to develop teachers’ skills to welcome refugee children into their classrooms
This means, in concrete terms:

• assess the specific needs of refugee children
• gather the needs of teachers,
• define the skills they need to improve to succeed in their mission
• identify the levers of integration of refugee children in the classroom and society,
• share the successes and difficulties that these teachers encounter to improve the practices of each one in his or her particular context,
• and above all providing them with modern and effective tools and methods, but also human and benevolent, to succeed in this integration

To achieve these objectives, we will create, test and put online for free the following deliverables:

1. The BOOKLET is a collection of good practices already implemented by teachers in the different partner countries. Beforehand, we will have interviewed many teachers and selected the best practices that they will have communicated to us.
2. The REFINC-educational-content : A set of training contents for teachers. These contents will have been validated by a group of experts in the field of support for vulnerable groups, refugee children and active pedagogy.
3. A matrix of skills that teachers need to acquire or improve to be effective in their mission
4. The train–the-teachers learning (LTT) programme is a comprehensive programme designed to train teachers and will be adaptable to different situations.
5. The training toolkit will complete the package; this kit will be composed of the different documents and materials needed to implement teacher training in the different countries
6. Finally, we will produce online modules so that they are attractive and easily accessible

Innovations in training content that teachers can use:

• The lack of home should be compensated with a warm welcome and understanding by teachers and peers, as well as integrating into communities so they can understand the world isn’t all dark despite what may have seen
• In the new approach, teachers more often interact with refugee students. To help these students feel more at home, we will have them engage in creative activities with teachers who give back
• Volunteers will be involved in providing instructed classes to help them bridge the gap of missed school education
• Relaxation programs are a great way to get more comfortable with their surroundings. These exercises focus on deep breathing, meditation or yoga-like stretches
• A circle of friends is one way to make the learning process more engaging for kids by bringing their peers into classrooms. This can be done through after-school programs or clubs that meet during the time allocated, and it will help them feel like they’re part of a community as well
• Artistic and physical activities and sports will be used to build confidence and allow students to express themselves freely. For example in a universal team sport (football), a small choir, a painting or pottery workshop, and if possible a workshop around circus arts
• It is very important to link school and the surrounding society, especially for a young person who has been destabilized by trauma. We will propose activities to identify the environment near and far such as a walk in the forest, a treasure hunt in the city, or a short trip

The practices outlined here are intended as a toolkit for teachers at both primary and secondary levels, providing clear, actionable steps that do not require extensive additional research. Our goal is to make it easier for educators to create inclusive, compassionate, and effective classrooms. This booklet serves as the first step in our
comprehensive training program, and we hope it becomes a valuable resource as you work to build a better future for all students, regardless of their origins.