Training teaching assistants to work with Ukrainian children in schools and kindergartens

ISSA Member: Step by Step Czech Republic, Czech Republic

What happened?

Since the start of the war in Ukraine, over 120,000 Ukrainian children have arrived in the Czech Republic. Schools faced the urgent task of welcoming and integrating these children into classrooms already under pressure.

 
What was needed? How did they respond?
There was an urgent need to equip teachers and support staff with practical tools for welcoming Ukrainian children and easing their transition into Czech schools. In response, Step by Step ČR organized webinars—titled “We have new Ukrainian classmates”—to guide educators on inclusion strategies, communication, and emotional responsiveness. They also obtained a grant to train teaching assistants who would work directly with Ukrainian children in schools and kindergartens in the new school year.

Key challenges:

• A sudden wave of Ukrainian arrivals with diverse needs and trauma.
• Schools lacked structures to provide tailored support or address language and emotional barriers effectively.

Solutions:

• Targeted webinars providing inclusion guidance to educators.
• Training for teacher assistants to be embedded in classrooms during the academic year.

Step by Step ČR’s initiatives aligned with a broader goal: creating a classroom climate of empathy and mutual learning between Czech and Ukrainian students. Their advocacy highlighted the importance of emotional preparation alongside educational integration. As an ISSA Member, Step by Step ČR leveraged the network’s pedagogical expertise and inclusive education philosophy, actively promoting values of empathy, connection, and equity between Czech and Ukrainian students.

What's in place? What's missing?
Step by Step ČR’s webinars and assistant training strengthened educators' capacity to include and support Ukrainian pupils. Yet, without an institutionalised, state-led training framework for crisis scenarios, such vital workforce support remains dependent on civil society. Embedding staff training in system preparedness frameworks is critical for equitable and effective early childhood support, even more during and after crises.

Being part of a regional network: Advantages of ISSA membership
Membership in the ISSA network allows us to share experiences and learn from colleagues in other countries who are facing similar challenges. This enabled us to respond quickly to the needs of schools welcoming Ukrainian children and to draw inspiration from proven practices elsewhere in Europe. At the same time, ISSA gives us the opportunity to be part of a broader regional voice that highlights the need for systemic change. This strengthens our influence with policymakers and allows us to advocate for sustainable, long-term solutions.

Recommendations

National policymakers:

• Introduce systematic training for teachers and assistants to respond to crisis situations (wars, migration waves, pandemics, natural disasters).
• Ensure stable funding for teaching assistant positions in kindergartens and primary schools, especially for children with a different mother tongue.
• Guarantee access to mental health professionals (school psychologists, special educators) in schools with a high number of children affected by crises.
• Integrate intercultural education and crisis pedagogy into teacher training at higher education institutions and universities.

Local/national actors

• Establish local adaptation centers for children and parents (language courses, leisure activities, community programs).
• Share examples of good practice among schools and municipalities to ensure that proven solutions spread quickly.
• Engage parents from the Ukrainian community as cultural mediators – they can provide support with language and cultural interpretation.
• Ensure that school communication with parents is multilingual and accessible (interpreting, translations).

Private donors

• Support grant schemes for schools and NGOs that respond to current needs (e.g., new educational materials, tutoring).
• Fund psycho-social support for children and teachers (supervision, workshops, relaxation programs).
• Invest in technological tools – online Czech language courses, translation apps, digital teaching materials.

Professionals/practitioners

• Actively pursue professional development in trauma-informed practices.
• Strengthen collaboration within the school team, including teachers, teaching assistants, psychologists, and school leadership.
• Promote an inclusive classroom environment by using cooperative learning methods and fostering solidarity among students.
• Engage parents of Ukrainian children in school life through joint events, celebrations, and class projects.
• Prioritize personal well-being through burnout prevention, supervision, and peer support.

 
Explore further:
Step by Step ČR is helping Ukrainian children settle into Czech schools | ISSA
Mini video from the training
Leaflet – Ukrainian Children in the Classroom: An Opportunity for Inclusion
Final Project Report: Ukrainian Children in the Classroom – An Opportunity to Embrace Inclusion
Presentation for NCS – Donor of the Project Supporting Ukrainian Children
News on the SbS CR Website

 
“At first glance, it seemed that the children had adapted. But the frustrations they experience are often hidden – and therefore even more dangerous.”
 
“Without a teaching assistant, the inclusion of Ukrainian children is almost unsustainable for teachers.”
 
“The school has become the only place where families come into contact with the Czech environment – it not only provides education, but also translation and orientation support.”
 
“Teachers in the Step by Step program do not need to make major changes – their strategies work equally well for children with a different mother tongue.”
 
“Sharing good practices is the most effective way to motivate and support teachers in inclusion.’’