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New beginnings in Wrocław: The refugee students building brighter futures

Eighteen-year-old Daria hopes to begin studying psychology at the university in Wroclaw, Poland in the autumn. She already knows what career she wants to pursue: working with formerly incarcerated individuals to support their reintegration into society.

“I want to help people start a new life after having made mistakes,” Daria says. “I believe everyone deserves a chance to change, and I want to support them.” Three years ago, it wasn’t clear that Daria would be able to study psychology at all – or even graduate from secondary school. In early 2022, with the escalation of the war in Ukraine, she was forced to leave her home of Kryvyi Rih in central Ukraine for Wroclaw, together with her mother and younger brother.

Daria was one of hundreds of Ukrainians who ended up at the same high school in Wroclaw. Wrocław’s multicultural identity has long been a source of pride, and the school is no different: out of its 1,500 students, 500 are from Ukraine. There are also students from Belarus, Kyrgyzstan and Kenya, among other countries.

Still, the transition to life in a different country, while being separated from loved ones who remained in Ukraine, was not easy. In the first few months, Daria herself needed psychological support.

Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.

Eighteen-year-old Daria hopes to study psychology at university. If that doesn’t work out, she is also considering game design as a backup plan, inspired by her strong interest in video games.

Fortunately, she found support from the educators and staff at her school. This included the school psychologist, who is Polish but speaks Ukrainian. Her teachers also helped. “They genuinely do everything they can to help us adapt,” Daria says.

“They show us that they are learning together with us – they’re not pretending to know everything. They make mistakes too, they apologize, and everything feels very natural and supportive.”

For 18-year-old Kamila, who graduated from the same high school this year, the language barrier was the greatest challenge. “You don’t immediately understand what the teachers are saying, and you have to ask several times,” she says. “They couldn’t really explain either, because they didn’t speak Ukrainian. That was very hard for me.”

Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. Kamila recalls that during her first months at the new secondary school, she had little time for her hobbies – she spent nearly all her free time learning Polish and keeping up with school assignments. 

Subjects like physics and biology were especially difficult because of the complex technical vocabulary. “I had to learn every term from scratch,” says Kamila, who came from IvanoFrankivsk, western Ukraine, with her family in 2022.

Learning Polish wasn’t only key to succeeding in school, but to feeling connected. “Only after I overcame the language barrier I did start participating in extracurricular activities at school,” Kamila explains. “It was important for me to build friendships with Polish students too.”

Despite these difficulties, Kamila now dreams of becoming a translator and is currently learning English and German in addition to Polish.

Seventeen-year-old Sofia, another graduate of the high school, shares this love of language. She studies English, Polish and German. “Aside from languages, I also love history,” she says.

Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.

Seventeen-year-old Sofia, who graduated this year from a secondary school in Wrocław, dreams of a career as a translator. She has applied to several universities in Wrocław to pursue her studies.

Sofia’s passion for history deepened her connection to Wrocław, one of Poland’s oldest and most culturally rich cities. “I really like Wrocław, and right now I think that if my future is in Poland, it will be in this city,” she says.

Like many of her peers, Sofia’s first steps in a new country were filled with fear and uncertainty.

“At the beginning, it was a bit scary – a different country, a different culture, a different language,” she recalls. “But there were actually many kind people who were ready to help. Thanks to them, I managed to adapt, and now I feel quite good living here.”

As well as graduating with honors from her school in Ukraine, in Wroclaw, Sofia received the red stripe distinction, a special recognition for outstanding academic results in Polish schools. She also earned a scholarship for being the top-performing student in the school last year.

Seventeen-year-old Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.

Sofia and her mother, Tetiana. The family plans to stay in Poland, as Sofia sees her future in this country.

Her family has recently decided to stay in Poland.

“Our daughter sees her future here, and we are ready to support her decision,” her mother Tetiana says.

These stories are a powerful reminder of the resilience and potential of young people when they are given the right opportunities and support.

As we mark International Youth Day, UNICEF celebrates youth like Daria, Kamila and Sofia – who, despite the trauma of war and displacement, are building their futures through education, courage, and determination.

UNICEF, in partnership with local governments and civil society, remains committed to ensuring that every young person has access to quality education and support, no matter their background or circumstances.

This work for refugee children and caregivers from Ukraine in Poland is made possible thanks to the generous support of the Bureau of Population, Refugees, and Migration of the US Department of State (PRM) and the Government of the Republic of Korea and the Government of Japan.

Source: https://www.unicef.org/eca/stories/new-beginnings-in-Wroclaw 

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Brian Tomlinson and Hitomi Masuhara, The Complete Guide to the Theory and Practice of Materials Development for Language Learning

    Whenever we look for resources on materials development, it is difficult to find books which bring together theory and practice in an organic manner. This book does precisely that; it provides the practicality of materials development guides and the academic rigour of reports and research studies published in the field.

    Tomlinson and Masuhara’s book has three specific aims. First is to help teachers, researchers and students to know, understand and be constructively critical of what has been achieved to date; secondly to help them develop, adapt, use, review and research materials on their own. Finally, while talking most particularly to teachers, the authors highlight that they want the strong opinions and approaches presented in the book to inspire readers to think independently and to develop and apply innovative approaches on their own.

    These three aims seem to be very ambitious and that is the feeling you get when you read through the chapters. The book includes everything related to the theory and practice in materials development to date, and advocates that theory must inform practice and vice versa. Each of the fifteen chapters ends with a section which includes recommendations for teachers followed by a ‘What do you think?’ section to encourage them to reflect on their own contexts and teaching experience in them.

    Although at times the book seems overwhelming as it attempts to provide everything about materials in language learning, it successfully realizes its aim to address a wide audience from publishers, researchers to teachers.

(https://www.fortell.org. acessado em 02.10.2025. Adaptado)