The project aimed to enhance teacher competences by integrating therapeutic and art-based approaches into language education, equipping educators to deliver trauma-informed courses for refugees and asylum seekers. By combining language teaching with art therapy, teachers can better support the emotional and psychological needs of vulnerable learners, fostering inclusion, engagement, and well-being. The initiative sought to develop a replicable training model that promotes accessibility and equal opportunities in adult education, aligning with Erasmus+ priorities of improving educator competences and promoting inclusiveness. Additionally, the project aimed to use language education as a bridge for intercultural understanding and social cohesion, helping refugees and asylum seekers integrate into their new communities. Ultimately, the project aspired to improve learner outcomes, strengthen teacher capacity, and establish a sustainable network of trained educators across Ireland, Greece, and Czechia to ensure lasting impact and the continued sharing of best practices throughout Europe.
We applied for this project in response to the challenges faced when welcoming refugees and asylum seekers into our English language courses. Despite our commitment to inclusion, we quickly realised that our teachers lacked the specialised training needed to support learners who had experienced trauma, war, or persecution. Traditional language teaching methods and standard syllabuses were not meeting these learners’ needs, resulting in low engagement and high dropout rates. This experience highlighted a significant gap in current educational provision: while language acquisition is essential for integration, it cannot be achieved effectively without addressing the emotional and psychological needs of learners. The Ukraine Action (2024) survey further confirmed this, showing that 90% of Ukrainian refugees in Ireland need further English learning, with 36.5% requiring additional support. Our project was designed to equip teachers with trauma-informed competences and to integrate art therapy techniques into language education. This approach addresses both linguistic and emotional development, fostering inclusion, engagement, and well-being. The goal was to improve the competencies of these educators and create more inclusivity.