WELCOME - ​Explore the concept of feeling welcomed and what might be needed from others. One of the primary aims of these workshops is to increase children’s activism in support of refugee or migrant children, so through engaging with this workshop children should be enabled to begin to realise that they can support others to feel welcome in their classroom, community and nation. 

Prior Learning
Knowledge and understanding of:
  • The Convention on the Rights of the Child
Bystander -a person who is present at an event or incident but does not take part.
Outsider - a person who does not belong to a particular organization or profession.
  • Internet access

  • Post-it notes

  • Pens/pencils

Download Topic Guidance Arrival



3rd/4th Class

SPHE > Myself and others > Relating to others

  • Recognise and explore various verbal and non-verbal means of communicating

  • Listen carefully and reflectively to others

  • Use language, gestures and other appropriate behaviour to perform social functions

  • Recognise and explore how language can be used to foster inclusiveness 


5th/6th Class

SPHE > Myself and others > Relating to others

  • Explore and practise the many verbal and non-verbal ways in which people communicate with each other

  • Listen actively to others and respect what each person has to say 

  1. Identify someone who supports them

  2. Identify ways in which they are supported

  3. Identify what it means to feel welcome

  4. Explore ways in which they can support others and help them feel welcome 






Show the children Jamalida or Desmond’s video. Divide the children into pairs and ask them to name someone who supports them and one way in which that person supports them. Children share contributions with class. 



Show the video ‘The Bystander Revolution’. Explain to the children that not only are we supported, but we are also in the position to support others. Ask children what it means to be the majority and what it means to me a minority.  Class discussion on how we can support each other. Distribute the post-it notes and ask the children to record one way in which we can support one another. Post-it notes can be displayed and discussed.



Children brainstorm and create a wordle based on the theme of support.

3rd/4th – as a whole class

5th/6th – independently


Discussion Points

Who supports you?

How do they support you?

How can we support others?  



In support of the campaign, children display a copy of their wordle or alternatively post a copy on the school's Twitter account.


Share with the children the poster on Convention of the Rights of the Child. Ask them to determine which rights are significant to the topic they have been discussing. 

Article 3 (Best interests) All adults should do what is best for you. When adults make decisions, they should think about how their decisions will affect children.

Article 4 (Protection of rights) The government has a responsibility to make sure your rights are protected. They must help your family protect your rights and create an environment where you can grow learn and reach your potential. 

Article 9 (Separation from parents): You have the right to live with your parent(s), unless it is bad for you. Children whose parents do not live together have the right to stay in contact with both parents, unless this might hurt the child.


Article 10 (Family reunification): If you live in a different country than your parents you have the right to be together in the same place. 


UNICEF Ireland wants to support you to start a global movement for change beginning in our own communities. Stay connected online with other activists like you. 


If you would like more information, getting involved or posting a blog about your activism, please email us at itsaboutus@unicef.ie

Thanks to our Supporters

Irish Aid for supporting youth activism within UNICEF Ireland.