A young Ukrainian refugee, Kateryna Endeberia, has shared a distressing experience, highlighting a controversial issue within the UK's education system. The trauma of war and the power of language are at the heart of this story.
Kateryna, who fled Ukraine in 2022 after Russia's invasion, found herself in a difficult situation at City of Stoke-on-Trent Sixth Form College (SFC). After completing her foundation year and starting A-level courses in economics, politics, and statistics, she encountered a surprising and, for her, unacceptable request from her teachers.
"But here's where it gets controversial..." Kateryna was urged to study Russian, a language she associates with the war and her father's service as a Ukrainian soldier. For her, this suggestion was not just insensitive but akin to discrimination and racism.
Feeling unsupported and bullied due to her accent, Kateryna decided to leave SFC. She is now studying independently at home, using notes shared by friends, and has applied to sit A-level exams as a private candidate in 2026, incurring a significant cost of £1,400.
Kateryna's story sheds light on the challenges faced by Ukrainian students adapting to a new education system, culture, and language post-war. She emphasizes the lack of empathy and understanding she encountered, stating, "No one tried to understand how painful this experience was for me."
"And this is the part most people miss..." Kateryna's case is not an isolated incident. Ukraine has lobbied the UK government to offer GCSEs in Ukrainian for teenage refugees, as many are reportedly being pressured to study Russian due to their existing language skills.
In December 2024, Ukraine's education minister, Oksen Lisovyi, met with the UK's education secretary, Bridget Phillipson, to address this concern, warning of the potential retraumatization of approximately 27,000 displaced Ukrainian children in the UK.
The children's commissioner, Rachel de Souza, has also called for the reintroduction of a GCSE in Ukrainian. AQA, a leading exam board, is considering developing such a qualification, but it is understood that this process could take a couple of years.
Kateryna's experience and the broader context raise important questions: How can we ensure that the education system is sensitive to the unique needs and experiences of refugee students? And what steps can be taken to provide a supportive and inclusive environment for those who have already endured so much?
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