Integration of Ukrainian Refugees Through Sport Methodological Guide

METHODOLOGICAL GUIDE

#We build the future together

Introduction

The refugee experience can be profoundly challenging, often marked by trauma, confusion, and a range of risk factors. These risk factors include residing in disadvantaged communities, disrupted education prior to arrival in the host country, poverty, discrimination, mental and physical trauma, and the burden of living in families torn apart by war and violence. It is crucial to address these challenges and provide the necessary support to foster the successful integration of refugee students.

The recent emergency in Ukraine has brought to light the significance of education, acceptance, solidarity, inclusion, and integration for those in need. Various stakeholders, such as teachers, trainers, coaches, volunteers, and educators, particularly in sports, schools, and social and humanitarian organisations, must reflect on how they can contribute to the well-being of young refugees and create inclusive educational environments that acknowledge and embrace their diverse experiences.

The overarching goal of the Integration of Ukrainian Refugees Through Sport (IURTS) project is to promote inclusivity and diversity, supporting the integration of Ukrainian refugee children through engaging in sports and play activities. Concrete and timely responses are required to meet the varied needs of these children effectively. This necessitates the acquisition of pedagogical and didactic skills, as well as specific operational tools that are tailored to the unique context and circumstances of the children.

This methodological guide has been developed to provide teachers and trainers with practical suggestions and activities that utilise play and movement to promote th integration of Ukrainian children. It is designed to be utilised in both formal and non-formal childhood spaces, such as schools, gyms, social centres, and sports facilities, which are pivotal in promoting activities for minors at risk of social exclusion.

By employing the strategies and approaches outlined in this guide, we aim to create inclusive and empowering environments where Ukrainian refugee children can thrive, build connections, and develop the necessary skills to navigate their new lives. We hope that this guide will serve as a valuable resource for educators and facilitators, enabling them to make a positive impact on the lives of refugee students and contribute to a more inclusive society.

#We build the future together

Children’s human rights-based approach

Human rights safeguarding and inclusion are crucial for refugee children because they are among the most vulnerable groups in society. Refugee children have been forced to flee their homes and countries due to conflict, persecution, or other forms of violence, which puts them at risk of physical and psychological harm.

Safeguarding refugee children’s human rights is a moral and legal obligation under international human rights law. The 1951 Convention relating to the Status of Refugees and its 1967 Protocol provide a framework for protecting the rights of refugees, including children. States have a duty to respect and uphold these rights.

Safeguarding refugee children’s human rights and fostering their inclusion means protecting them from discrimination, abuse, and exploitation and ensuring that their basic needs, such as food, shelter, healthcare, and education, are met. It also means providing them with the support and resources they need to recover from trauma and build a better future for themselves and their family.

One of refugee children’s most important human rights is the right to education. Education is essential for their development and well-being. Refugee children often face significant educational barriers, including language barriers, discrimination, and a lack of resources. Thus, schoolteachers can play a vital role in ensuring their education. Schoolteachers can provide a safe and welcoming environment where refugee children can learn and thrive with the right approaches, resources, and support. By providing language support, resources, funding, and counselling services, teachers can create a safe and welcoming environment for refugee children where they can learn and thrive.

By investing in the education of refugee children, we can help them build a better future for themselves and their families and contribute to the development and prosperity of their new communities. Moreover, schools can create a welcoming and inclusive environment for refugee children by embracing their cultural diversity and promoting cross-cultural understanding. This can be achieved by incorporating diverse perspectives and experiences into the curriculum, celebrating cultural events, and encouraging students to share their cultural backgrounds and traditions.

School teachers, especially, play a pivotal role in creating an inclusive and inviting environment by embracing cultural diversity and fostering cross-cultural understanding within their classrooms.

To effectively accomplish this, teachers would greatly benefit from the following support:

1. Building bridges to bridge the communication gap between refugee children and their host community, facilitating effective interaction and integration.

2. Allocating dedicated time to learn about their students’ cultural backgrounds, traditions, and customs and incorporating them thoughtfully into their teaching activities.

3. Ensuring that refugee children have unhindered access to school supplies, textbooks, and other educational materials that are easily comprehensible to them.

4. Being mindful of the well-being of refugee children, recognising that they may have experienced trauma or distress, and actively engaging with the community to mobilise necessary support systems.

By implementing these measures, teachers can create a nurturing environment where all students feel valued, respected, and supported, fostering a positive educational experience for everyone involved.

In summary, prioritising the protection of refugee children’s human rights is essential for safeguarding their safety, well-being, and future prospects. This responsibility is not only a moral imperative but also a legal obligation under international human rights law. Schools and School teachers have a crucial role to play in upholding these rights and implementing measures to safeguard this vulnerable group. With the right approach, they can create a school environment where refugee children are supported, their rights are respected, and their potential can be realised.

Children’s safeguarding

Child safeguarding is a crucial aspect of ensuring the well-being and protection of children. It encompasses a range of policies, procedures, and practices to prevent harm, abuse, or neglect of children. Every child deserves to grow up in a safe and nurturing environment where their rights and welfare are respected and protected.

When they are in precarious care situations, they are particularly vulnerable to being exposed to various types of abuse and violence, such as sexual, physical, emotional, economic, and verbal abuse.

Another form of abuse is child labour, where refugee children may be forced into work due to economic hardship. Refugee children may also experience discrimination and bullying from peers or host communities. This can affect how they feel about themselves, how they feel about belonging and how they feel about social integration.

All forms of violence threaten children’s safety and well-being and require an immediate and appropriate response.

It is essential that child safeguarding addresses all these forms of abuse and violence in an integrated and comprehensive way. Child protection systems should proactively prevent such violations, promote awareness, and create safe and secure environments for all children. Furthermore, it is essential to ensure that there is adequate support, both emotional and legal, for children who have experienced guardianship violations in order to foster healing, justice and the continued protection of their rights.

Child safeguarding requires collaboration among various stakeholders, including parents, caregivers, educators, social workers, healthcare professionals, and law enforcement agencies. Effective communication and coordination among these stakeholders are essential to identify and respond to child protection concerns.

Find more here: https://easterneurope.safeguardingsupporthub.org/ The Safeguarding Resource and Support Hub (RSH) for Eastern Europe is a resource for organisations and individuals responding to the war on Ukraine. It provides practical and accessible safeguarding resources that aim to reduce harm to refugees and displaced people.

Play and sport as means of social intervention

Play and sport have been recognised as powerful tools for social intervention for several decades. They represent two fundamental aspects of human experience, providing opportunities for social interaction, physical activity, and personal growth. Play, in particular, has been recognised as one crucial aspect of the growth and development of children. Through play, all the child’s main abilities are outlined: sensorimotor, perceptive-motor, sensory-affective, constructive, expressive, and intellectual.

When play and sport are approached with professionalism and a clear focus on goals, they possess immense power to unite individuals, cultivate a sense of belonging within communities, and advance social inclusion, especially among the most vulnerable group. By organising and engaging in activities that emphasise teamwork, cooperation, and mutual respect, play and sport become catalysts for bridging divides, breaking down barriers, and fostering connections among diverse groups of people, fostering integration within the host community.

Through shared experiences, collaborative problem-solving, and the celebration of common achievements, play and sport create spaces where individuals from various backgrounds can come together, build lasting bonds, and embrace the values of inclusivity and acceptance. These collective endeavours promote understanding, empathy, and appreciation for one another, fostering a stronger sense of community and a more inclusive society overall.

Purposely and intentional use of sport and play may have several benefits; these include:

Build social connections as, through play and sport, individuals can develop friendships, build trust, and work together towards a common goal.

Promote physical health by reducing the risk of several health problems and helping to overcome traumas and many for of distress.

Build resilience as they can help individuals to overcome challenges, develop problem-solving skills, and build confidence.

Reduce social isolation, particularly for marginalised and vulnerable populations such as refugees, migrants, and socially disadvantaged people: through play and sport, individuals can develop social connections and feel a sense of belonging.

Methodological Guide

Build life skills such as teamwork, leadership, communication, and problem-solving.

Promote community development by bringing together individuals and organisations to achieve a common goal.

Play and sport can become a substantial part of the teaching routine and important tools that can be used to foster the inclusion of refugee children.

Considering the specific features of the classroom, play, in particular, has been shown to have many benefits for children, including improved physical and mental health, social and emotional development, and cognitive and academic performance.

For refugee children, in particular, play can provide a safe and supportive environment for processing and expressing their experiences of trauma and displacement. It may also help refugee children develop social and emotional skills, such as empathy, communication, and resilience, which can support their adaptation and integration into new communities.

When using play as a tool for working with refugee children, it is important for schoolteachers to be aware of cultural differences and sensitivities. Schoolteachers should strive to create a safe and inclusive environment for all students and be mindful of the potential for cultural misunderstandings or conflicts. Schoolteachers can also work with other professionals, such as counsellors or play therapists, to ensure that their use of play is appropriate and effective.

The first step is to create a safe and inclusive environment for all students. This means promoting a culture of respect, empathy, and understanding and actively working to address issues such as bullying and discrimination. Schoolteachers can do this by fostering a positive classroom culture, using inclusive language, and encouraging students to recognise and celebrate diversity.

Schools can greatly benefit from collaborating with local sports organisations. By fostering partnerships with these organisations, schools can leverage the expertise and resources available within the sports community to enhance their social integration experience. This collaboration can include joint initiatives to be implemented during school hours, shared facilities, and coordinated programs to promote inclusivity and break down barriers.

Furthermore, coaches are pivotal in creating an inclusive environment within and outside the school. They should actively participate in the process of welcoming new members, especially those who may be new to the school. Coaches can facilitate the integration of these individuals into different social groups by encouraging team bonding activities, promoting open communication, and emphasising the values of respect and acceptance. This can be done using play as part of their approach, physical education classes, recess, after-school programs, and extracurricular activities.

Considering the language barriers many refugees children experience, schoolteachers and coaches can also use play and sports activities to reinforce academic concepts, such as maths and science, and develop important life skills, such as problem-solving and critical thinking.

One of the key benefits of play and sports activities is their ability to foster collaboration and teamwork. Schoolteachers and coaches can capitalise on this by creating activities that require children to work together towards a common goal. This can be done through team sports, group projects, and cooperative games. This can help students develop important social skills, such as communication, leadership, and conflict resolution, by promoting collaboration and teamwork.

Schoolteachers and coaches can also promote mental health by incorporating mindfulness activities into play and sports activities. Promoting physical and mental health can help students develop healthy habits that will benefit them throughout their lives.

Inspiration

Recommendations for collaboration between sport and non-sport organisations

Sport and non-sport organisations can achieve more by collaborating and adopting four winning approaches to the Integration of Refugees Through Sport.

Find more here: https://irts.isca.org/movebeyond

Here is also a MOVE Beyond series on how Save the Children and RF-SISU are creating a “self-empowerment sports movement” with refugees and asylum seekers in Sweden: https://isca.podbean.com/e/move-beyond-podcast-episode-1/

Specific needs of Ukrainian refugee children

In recent years, Ukraine has experienced a conflict that has displaced millions of people, including many children. These Ukrainian refugee children face unique challenges regarding their inclusion in school:

LANGUAGE AND CULTURAL BARRIERS

Language and cultural barriers are primary challenges for Ukrainian refugee children in school. Many of these children may struggle to communicate effectively with teachers and peers. Additionally, Ukrainian culture may differ significantly from the cultures of the countries where these children have taken refuge, leading to potential misunderstandings and conflicts.

TRAUMA AND EMOTIONAL WELL-BEING

Many Ukrainian refugee children have experienced trauma, loss of friends or family, and witnessed violence, displacement, and instability. Trauma may impact their emotional well-being and make adjusting to new environments and social situations difficult.

Inspiration – toolkit: Sport for Protection Toolkit

https://www.sportforukraine.org/files/IRTS_Ukraine_resource_R7.pdf

SCHOOL SUPPORT

Ukrainian refugee children may face school challenges due to their displacement and lack of continuity in their education. They may have missed significant amounts of school or have gaps in their knowledge due to the disruption caused by the conflict.

LOCAL SPORTS CLUB SUPPORT

Lack of local language knowledge can hinder effective communication and integration into the sporting context. Families of refugee children may face financial difficulties and may not be able to afford the cost of registration fees, equipment, and access to sports facilities. Ukrainian refugee children may have suffered traumatic experiences and face significant emotional challenges, which may affect their willingness to participate in sporting activities. Settlement of refugees requires awareness of the benefits of sport.

SOCIAL INTEGRATION

Due to cultural differences and language barriers, Ukrainian refugee children may struggle to integrate into their new schools and community sports clubs. Addressing this challenge requires thoroughly understanding children’s experiences and needs to support their emotional and psychological well-being. Schools can provide opportunities to help children overcome these barriers.

FAMILY INVOLVEMENT

Ukrainian refugee children may have family members who are also struggling with the challenges of displacement and integration. Wherever possible, cooperation with families is desirable, as the involvement of families in their children’s school and activities can contribute to creating a welcoming and inclusive environment. In this way, parents can become active partners in their children’s education process and help them overcome language and culture barriers.

CULTURAL UNDERSTANDING

Ukrainian refugee children may come from a different cultural background than their peers and struggle to navigate classroom social and cultural norms.

Inspiration – toolkit:

TeamUp - At home activity book

https://www.sportforukraine.org/files/IRTS_Ukraine_resource_R6.pdf

The role of the teacher in the integration of the refugee children

Schoolteachers can be powerful agents of change for refugee children, as they play a crucial role in supporting their integration into a new culture and education system. These educators also represent an important point of contact for the family of refugee children. Schoolteachers are often ones of the first contact points for refugee children in their new communities. As such, they have a unique opportunity to build positive relationships with these children and their families. Teachers can help refugee children feel more comfortable and confident in their new surroundings by creating a welcoming and supportive environment.

Inspiration – video: How to play together - inspiring advice from physical education expert on integration through sport

https://www.youtube.com/watch?v=h10Fbmwcy4E

Generally speaking, schoolteachers are well-positioned and prepared to impact the lives of refugee children positively: Firstly, it must be noted that School teachers are trained professionals with the knowledge and skills to provide quality education to all students. With their skills and competencies, they can help refugee children navigate the education system, provide language support, and tailor their teaching approach to meet the unique needs of each child. Schoolteachers can help refugees build a brighter future and break the cycle of exclusion and displacement by providing them with a solid education and complete inclusion in-class activities.

Secondly, schoolteachers can empower refugee children by providing them with the tools and resources they need to succeed in school and integrate into the new community. This can include teaching them important life skills such as communication, problem-solving, and critical thinking and providing mentorship and guidance to help them develop confidence and self-esteem. Schoolteachers can help refugee children achieve their full potential and contribute positively to their communities by empowering them.

Methodological Guide

Thirdly, schoolteachers can also serve as advocates for refugee children, helping to raise awareness about their unique needs and challenges and working to secure the resources and support they need to succeed. Teachers can advocate for policies and programs that support refugee integration, such as language classes, mental health support, and community engagement opportunities. They can help create a more welcoming and inclusive society by advocating for refugee children.

Finally, schoolteachers can serve as positive role models for refugee children. They can model respectful and supportive interactions with refugee children and their families and create a classroom environment that is welcoming and inclusive. Schoolteachers can help create a sense of belonging and community for refugee children by being positive role models.

Schoolteachers working with refugee children could also deepen their cultural understanding and promote empathy and understanding among their students. By learning about their students’ cultural backgrounds and experiences, teachers can help create a more inclusive and tolerant classroom environment. This can have a ripple effect, promoting greater social cohesion and understanding in the broader community.

The role of the local sports organisations

Local sports organisations operate within a social context, making them a vital focal point for Ukrainian refugees to forge new connections and establish meaningful social relationships. These organisations can provide a conducive space where these relationships can form, develop, and thrive. However, it is crucial to address the barriers that hinder the participation of refugee groups in these sports activities.

Local sport organisations have the potential to set partnerships with local organisations, including NGOs, refugee agencies, and educational institutions, to effectively reach out to and involve Ukrainian refugees in sports activities. By collaborating and combining their resources and expertise, sports clubs and these organisations can streamline efforts and provide comprehensive support and opportunities for refugees.

Inspiration – Collection of good examples: Integration of Refugees Through Sport resources have been designed with expert input from grassroots sport professionals, humanitarian organisations, coordinators from asylum centres and refugees themselves. Here you can find many good examples and tips and tricks for working in this field based on the successes and pitfalls organisations (clubs, schools) have experienced in their work.

https://irts.isca.org/resources/

For instance, NGOs and refugee agencies can assist in identifying and connecting with Ukrainian refugees who may be interested in participating in sports. They can facilitate transportation arrangements and ensure that refugees can access sports facilities and events. Additionally, these organisations can provide valuable cultural sensitivity training to sports club staff, helping them create a welcoming and inclusive environment that considers refugees’ specific needs and backgrounds.

Partnerships with educational institutions can also prove beneficial. Schools can act as intermediaries, helping to identify refugee students who might be interested in sports programs or establishing extracurricular activities that encourage sports participation. Collaborating with educational institutions can provide a platform to integrate refugees into existing sports initiatives or create new ones tailored to their specific requirements.

Methodological Guide

Through these partnerships, sports clubs can tap into local organisations’ knowledge, networks, and support systems, enabling them to provide a more comprehensive and tailored approach to engaging Ukrainian refugees in sports. By working collectively, these collaborations can foster a supportive environment that promotes refugees’ physical, social, and emotional well-being, enhancing their sense of belonging and facilitating their integration into the broader community. Professional and goal-oriented sports activities can help refugees psychologically disconnect from their lives’ trauma and stress by providing a fun, engaging and social activity. They can allow different language groups to meet and practise their language skills.

Local sports organisations could provide specific training programs for Ukrainian refugees to develop social skills and address specific challenges they may encounter. They could consider offering discounted entry fees or financial assistance to cover costs associated with participation, such as the purchase of equipment or access to sports facilities. By removing economic barriers, sports clubs make it more accessible for refugees to engage in sporting activities.

If handled carefully, sport can help bridge cultural divides within refugee communities and provide a positive experience where Ukrainian refugees feel connected to their new communities. As well as providing a range of physical and psychosocial benefits that promote health, well-being and social inclusion, participation in sport can reduce anti-social behaviour among young people, improve cohesion and safety, and reduce inequalities. It can also help newly arrived young people to learn the language, feel good about themselves, gain confidence and to socialise. By re-establishing regular participation patterns, sports programmes can provide a sense of structure and security in otherwise chaotic situations.

The success of local sports organisations in fostering social integration and providing support to Ukrainian refugees relies on the hard work, dedication, and skills of the coaches, managers, and volunteers involved. These individuals are crucial in creating an inclusive and welcoming environment for refugees. Coaches and trainers within sports clubs can play a significant role in developing tailored training programs for Ukrainian refugees. These programs should focus on developing sporting skills and addressing specific challenges that refugees may face. For example, coaches can provide language support during training sessions to help participants improve their language skills while engaging in physical activities.

Cross-sectoral collaborations

Cross-sectoral collaboration at the community level is an essential strategy for fostering the integration of refugee children.

Inspiration – stories and podcasts: MOVE Beyond: Connecting sport and non-sport organisations to work with refugees

https://irts.isca.org/movebeyond

Cross-sectoral collaboration brings together actors from different sectors, such as government, media business, civil society, and academia, to work towards a common goal or address a specific issue.

It must be recognised that only some sectors have all the resources or expertise needed to solve complex societal problems and therefore requires a coordinated effort across different sectors to achieve meaningful impact, especially regarding the integration of refugee children.

The school can be a pivotal reference point for such collaborations by providing a platform for engagement between various stakeholders, including educators, policymakers, parents, and community members. Schools can encourage parents, educators, sports clubs, policymakers, and community members to work together to integrate refugee children by providing an inclusive and welcoming environment.

Schools can also facilitate cross-sectoral collaboration by leveraging their education and child development expertise to inform policies and practices supporting refugee children’s integration. Schools can partner with local organisations, sports clubs, etc. to offer after-school programmes, summer camps, and other extracurricular activities that promote social integration and strengthen the effect of the proposed activities at schools.

Schools can also engage local organisations to provide specialised support services, such as counselling, mental health services, and legal aid. Finally, schools can leverage their position as community hubs to mobilise parents and community members to participate in advocacy efforts. The involvement of sports clubs can also create particularly favourable conditions for further inclusion processes, as the activities offered by sports associations provide further opportunities for learning norms and values, meeting new people and forging new relationships.

Methodological Guide

Teachers can be part of this strategy, as they can better understand and address the needs of refugee students and foster cross-sectoral collaboration to provide them with the support they need for complete integration.

Teachers can try to get to know their refugee students and their families, including their cultural backgrounds and experiences. They can also collaborate with other professionals to better understand the needs of their refugee students and develop common strategies to support them and their families. Furthermore, they can advocate for resources for their refugee students, such as language support, mental health services, and community resources.

During school hours, teachers can create a culturally responsive classroom with the goal of helping refugee students feel more connected and engaged in their learning. With this aim, it is important to adopt a flexible and adaptable teaching approach to meet the needs of refugee students, including adjusting methods and providing additional support as needed.

It can be quite challenging for refugee students to adjust to their new environment. With the view to encouraging cross-sectoral collaboration and advancing their integration, it is crucial for teachers to comprehend their unique demands and experiences. Building relationships with students and their families, working together with other professionals, offering culturally relevant instruction, fostering a welcoming environment, advocating for resources, participating in professional development opportunities, involving parents and families, being flexible and adaptable, and developing a support network are just a few ways this can be done.

Monitoring and evaluation

Monitoring and assessment are crucial tools for teachers to track their effect on integrating immigrant children into their classes. To improve their teaching efficacy, teachers can use these tools to monitor their progress, pinpoint areas for development, and make data-driven decisions.

Monitoring enables teachers to compile information on their students’ development and evaluate their pedagogical approaches’ efficacy. Teachers can uncover some gaps in their students’ learning and modify their teaching strategies as necessary by periodically monitoring their performance. For instance, a teacher can offer extra assistance and resources to help a group of refugee students, who are having difficulty with a specific subject, catch up.

Analysing the data gathered during monitoring allows us to evaluate the efficacy of our teaching methods and adjust. Teachers can find areas for improvement, such as modifying their lesson plans or getting more training, by reviewing their teaching methods.

Teachers can show their school administration and other stakeholders the value of their teaching practices with the aid of monitoring and evaluation. This may result in in more resources and support being provided in order to help integrate refugee children into educational settings.

Monitoring and evaluation can also assist teachers in developing rapport and trust with their refugee students. Teachers can show they care about their student’s achievement and are devoted to assisting them in integrating into new environments by monitoring their progress and giving comments.

Considering the teacher’s specific role, self-assessment is one of the most appropriate approaches to monitoring and evaluation. Self-assessment is an essential tool for teachers wishing to track how well they integrate refugee students into their classes. Teachers who work with refugee children frequently encounter difficulties that require a profound comprehension of the origins and experiences of their pupils.

Through self-evaluation, teachers can analyse their knowledge, attitudes, and abilities regarding integrating refugee pupils. This procedure can assist teachers in identifying areas where they might require further assistance or training and developing a strategy to fill such gaps.

Teachers can measure the success of their instructional tactics through self-assessment and make appropriate modifications. For instance, a teacher who consistently evaluates their own teaching methods and how they affect students’ learning can determine which strategies are most effective with refugee kids and modify their lesson plans accordingly.

Methodological Guide

Inspiration:

Integration of Refugees Through Sport: Theory of Change

https://learn.isca.org/courses/irts-theory-of-change/

Inspiration:

TeamUp Theory of Change

https://www.sportforukraine.org/files/IRTS_Ukraine_resource_R5.pdf

Moreover, self-evaluation might aid teachers in forming connections with their refugee students. Teachers may establish a more inclusive learning environment that promotes trust and respect between themselves and their students by considering their own prejudices and views.

Materials for inspiration

Implementation Guide for INTEGRATION OF REFUGEES THROUGH SPORT (#playtogether)

https://irts.isca.org/pdf/IRTS_Implementation_Guide_Final.pdf

Barriers and future opportunities for sport and non-sport organisations to use sport and physical activities for inclusion of refugees

https://irts.isca.org/pdf/MOVE_Beyond_Barriers_and_Future_Opportunities.pdf

Practical activity guide on Ukrainian refugee integration through sport

https://irts.isca.org/pdf/wpt-guides/Practical_Guide.pdf

Collection of good examples

https://irts.isca.org/resources/ https://www.sportforukraine.org/

IRTS online course (basic)

https://learn.isca.org/courses/irts/

Integration of Refugees Through Sport: Theory of Change

https://learn.isca.org/courses/irts-theory-of-change/

IRTS Course: Learning from experts and examples

https://learn.isca.org/courses/irts-course-learning-from-experts-and-examples/

#We bu il d the fu t u re tog eth e r

More about the project: https://ir ts.isca.org/ukraine

Work package 2 - Collection and development of educational materials

D2.2. Methodological G uide

The Integration of Ukrainian Refugee Children Through Spor t project has been funded with suppor t from the European for

any use which may be made of the information contained therein

This document was developed by Lidia Piccerillo and Simone Digennaro (UNICAS) in collaboration with the IURTS Consor tium, under the supervision of ISCA