Children refugees and immigrants faced delays in access to education after to England. In many cases, schools do not want to receive them because of concerns about reducing GCSE results and affect the rankings.
latest study by UNICEF, showed that no other region in the UK has achieved the target layout venue within 20 days of school for refugee children of school age but no family in the (UASC).
This is the first report to provide a picture of the national experience education of children to the UK said, young people are trying to schools and education continue to face delays longest, with up to 1/4 of children waiting more than three months for a number of admissions and the time before the school year.
An expert working in the West Midlands could not find a school in
Birmingham ready to accept a new teenager. “We had a boy who was here last year and is desperate placement. This is not acceptable. The boy was 16 years old, ages high school last year. There is no one person responsible or a public school in Birmingham want to accept who do not know English at school “.
Maybe not just cause do not know English. Admission depends on the online system is complex and lacks expertise in the administration to help the case of absence of expert support for object UASC is also the major barrier. The confirmation of temporary residence of refugee children, as well as the confirmation of the right audience, also occupies a lot of time.
UNICEF report identified the prevailing situation of children with special needs education (SEN) not supported – accounted for more than 1/3 of children Syria to the UK, due to problems with the ability to receive, communication and especially where the children, even though children are classified Syria always faster litter friend refugees from elsewhere.
Barriers to integration
The author of the report, Catherine Gladwell, the Council support the refugees, said fears that a child who has just arrived at is learning English, can reduce the results of the rankings. The reason is that the student is exempt from his examination into school and learning conditions of local government in the first two years.
Catherine Gladwell also said that what happened in Britain is an encouraging fact, when considered in a global context. “Children have the right to education regardless of immigration status. The problem is drastic in the implementation of policies. The most notable thing that we see is the enormous enthusiasm of the priority education for these children. If you give children access to education, that you are for them a key to open up a promising future. “
“But we also found a lot of challenges, both at the point of entry as well as the learning environment and the need to change the perception of the problem,” she said, and that once refugee children and immigrants are in school age, there are enormous obstacles. Learning they could be hampered by the difficulties of mental health, can be bullied by friends, discrimination in schools and a lack of awareness as well as the subject matter of some staff, school teachers in access to refugee children.
Lack of sharing
A school teacher said: “Last year I had 5 male students are 11 years old … I do not know that UASC, some children have experienced such great damage. I do not know what is happening in your head. “
“On the first day, everything was absolutely fine, then something had happened and one boy was me and wrapped his arms crying,” this teacher shared.
One other GD experts have described the process of helping a teenage girl from Syria are suffering the shock of witnessing to his grandparents voluntary termination of life by hanging, in order to liberate the impasse.