Students for whom English is an additional language bring rich opportunities for diverse learning opportunities to classrooms – opportunities that benefit all children and young people. It equips them to participate in an increasingly diverse Ireland, Europe and global society.

As a country, and on a more local level Clonaslee College, has willingly committed to accepting and welcoming families and students fleeing from conflict into our communities and schools. On-going planning on behalf of the Government and our school principals and staff is focused on ensuring a co-ordinated response to meeting their needs. We recognise the importance of a welcoming and inclusive school culture which promotes the wellbeing of all our students, and the provision of effective communication channels for students, teachers and parents/guardians.

We recognise that all of our students have had a range of different and difficult experiences both at home and on their journey to Clonaslee. They have experienced disruption beyond our comprehension.  Many have endured loss, separation, grief and trauma. Whereas they are currently removed from the war-ravaged and tumultuous conditions of their home countries, they now face many new challenges and have to adjust to a new country, new living arrangements, new school environments and a new language. In Clonaslee College we are aware that all of these students need time to settle in to their new surroundings and situations. Many have shown remarkable resilience but for some, recovery will take longer. To assist with their transition in our schools and communities, Regional Education and Language Teams (REALT) continue to operate, hosted by the Regional Education and Training boards around Ireland.

At a local level, our LOETB REALT officer, Mr. Dominic McEvoy, has provided endless and effective support both to the school, the students and their families. He has co-ordinated secure and suitable living solutions for families in Clonaslee and Tullamore. He is part of a team of local businesses who fund and organise cultural and festive events to help, engage, entertain and elevate the spirit of the people here in Clonaslee and the wider community.

From a more personal perspective, we have endeavoured to identify and address our student’s needs on an individual basis. Firstly, we are aiming to promote a sense of calm, safety, connectedness and efficacy. Secondly, the school in conjunction with the student body initially sponsored uniforms, PE gear, books, iPads and many other essential items in order to encourage and support our students so they can attain a level of self-actualisation.

Most of our students are responding well to these psychosocial and physiological provisions. However, some students for various reasons, such as learning difficulties, language acquisition, domestic disruption and attendance, struggle to adapt and therefore various levels of practical, social and educational support are required. Many of their needs have been identified and subsequently met by the responsive intervention of our teachers and staff and, where required, Department support services i.e. NEPS, among others.

Effective assessment is the critical first step in deciding on the most appropriate interventions to support our students in progressing to the next stage of language acquisition. In accordance with the Common European Framework of Reference (CEFR) for languages, the NCCA EAL Post Primary Assessment kit is an integral part in the process of profiling our EAL students and accordingly, their teaching and learning experience. This assessment provides both of our EAL teachers, and all other teaching staff, an invaluable insight as to the starting point of their journey to language acquisition, development and proficiency.  Following assessment, the CEFR framework enables teachers to set targets to support our students to move to the next level of language proficiency and to enable them to access the curriculum more effectively. We record targets in the Student Support Plan and share them with relevant teachers, the student and their parents/guardians.

Ultimately, the most important thing that we as schools can do is to make our students feel welcome in their new school environment. In Clonaslee College we celebrate the diversity of our school community and work hard to ensure that all EAL students feel a sense of connection and belonging.  This has in part been achieved through the provision of a dedicated EAL classroom. The classroom is centrally located and has become a dedicated and safe space for all of our EAL students to engage in teaching, learning and social activities such as lunchtime chess clubs, reading space, discussion forums and the hosting of parent and student coffee mornings. Our coffee mornings have been successful mediums for open communication, social interactions and convivial experiences. However, language barriers remain a challenge. Although we are the teachers, we also assume the role of student in learning greetings, key phrases and names in the various languages– and so the student becomes the teacher! Other strategies include visual schedules, visual queues, iPads, translation apps and guided tours to communicate the routine of the day and the school.

With the implementation of various afore mentioned strategies, the focus of language development and the support of our communities, our goal is to ensure a harmonious and holistic integration of our EAL students into the school system with equal access to the curriculum. With regards to our Ukrainian students, this access to the curriculum is further enabled by the support of a native speaking Ukrainian teacher, who provides in-class support across the curriculum. The success of these approaches is exemplified by the ability of our EAL students to both undertake and successfully achieve Junior and Leaving Certificate State exams. Other students have participated in the Oide Post Primary Poetry competition, submitting exemplary and emotive pieces of poetry. They also engage and participate in musical and sporting events within the school, further enhancing the integration process. The most important objective, however, is that the students and their families develop trust, confidence and new, meaningful and accepting friendships.