All Concepts
Global Citizenship

Migration

Why people move from one place to another, what it means to be a migrant or refugee, and how migration shapes communities and countries.

Core Ideas
1 People move from one place to another for many reasons
2 Moving to a new place can be exciting and also scary
3 New people bring wonderful things to a community
4 Everyone deserves to be made welcome
5 We can help people who are new to our community
Background for Teachers

Young children can understand migration through the experience of being new somewhere — a new class, a new neighbourhood, a new country. At this level, the focus is on empathy: how does it feel to be new? What helps? What does it mean to welcome someone? Many children in your class may have experience of migration — their own, or their family's. This is a strength, not a problem. The goal is to create a classroom where all children's backgrounds and journeys are respected and valued. Avoid political complexity at this stage. Focus on the human experience of moving, belonging, and being welcomed.

Classroom Activities
Activity 1 — Have you ever been new?
PurposeChildren develop empathy for the experience of being new somewhere.
How to run itAsk: Has anyone here ever been new somewhere — a new class, a new school, a new neighbourhood? How did it feel? What helped you feel welcome? What made it hard? Then ask: Can you imagine moving to a completely new country where you do not know anyone and do not speak the language? How would that feel? What would you need? Discuss: What can we do to help someone who is new to our class or community?
💡 Low-resource tipThis is a talk activity. No materials needed.
Activity 2 — What did you bring?
PurposeChildren see that migrants and their families bring valuable things to their new communities.
How to run itDiscuss: When people move to a new place, they bring things with them — not just in their bags, but in their minds and hearts. They bring their language, their food, their music, their stories, their skills. Ask children to think about their own family: What special things does your family bring — a food, a word in another language, a tradition, a skill? Share with the class. Celebrate the diversity of what everyone brings. Discuss: How does this make our community richer?
💡 Low-resource tipChildren share verbally. The teacher can list contributions on the board.
Activity 3 — Welcome cards
PurposeChildren practise the active act of welcoming someone new.
How to run itAsk: If a new child joined our class tomorrow, from another country, who did not speak our language yet — what could we do to make them feel welcome? Take ideas. Then make welcome cards together — pictures and simple words of welcome that could be given to a new student. Discuss: Why is welcoming important? How does it feel to be welcomed?
💡 Low-resource tipUse any paper. Children draw pictures even if they cannot write yet.
Discussion Questions
  • Q1Have you ever moved to a new place? How did it feel?
  • Q2What helped you feel welcome when you were somewhere new?
  • Q3If someone new joined our class today, what would you do to make them feel welcome?
  • Q4What good things do you think people bring when they move to a new place?
  • Q5Why do you think some people have to leave their homes?
Writing Tasks
Drawing task
Draw a picture of someone being welcomed to a new place. Write or say: When someone is new, I can help by ___________.
Skills: Drawing, empathy, understanding of welcome
Sentence completion
Complete the sentence: People move to new places because ___________.
Skills: Sentence completion, understanding of migration reasons
Common Misconceptions
Common misconception

People who move to a new country are always happy about it.

What to teach instead

Many people who migrate do so because they have no choice — because of war, disaster, or poverty. Even when migration is a choice, leaving home is often painful and difficult. We should respond with empathy, not assumptions.

Common misconception

New people in a community take things away from people already there.

What to teach instead

Research consistently shows that migrants contribute to communities — through work, culture, skills, and ideas. Communities are generally richer, not poorer, because of migration.

Core Ideas
1 Types of migration (economic, forced, refugee)
2 Push and pull factors
3 The experience of being a refugee
4 Rights of migrants and refugees
5 The contribution of migrants
6 Migration and identity
Background for Teachers

Migration is the movement of people from one place to another. It has always happened — throughout human history, people have moved to find safety, food, work, and better lives. There are different types of migration. Economic migration is when people move to find work or better opportunities. Forced migration is when people have no real choice — they are fleeing war, persecution, or disaster. A refugee is someone who has been forced to leave their country because of war, persecution, or disaster and cannot safely return. An asylum seeker is someone who has applied for refugee status and is waiting for a decision. It is important to distinguish between these terms, as they are often confused or used interchangeably in media and public debate. Push factors are things that drive people away from a place — war, poverty, persecution, climate disaster. Pull factors are things that attract people to a new place — safety, work, family, better services. Migration has been part of human history since the beginning. Every country has been shaped by migration. Many of the foods, languages, music, technologies, and traditions that we think of as 'ours' came from somewhere else. Teaching note: Many students in your class may have personal or family experience of migration. This is a strength. Create space for these experiences to be shared respectfully, without making any student feel they must speak for all migrants.

Key Vocabulary
Migration
The movement of people from one place to another, either within a country or between countries.
Migrant
A person who moves from one place to another, usually to find work or a better life.
Refugee
A person who has been forced to leave their country because of war, persecution, or disaster and cannot safely return.
Asylum seeker
A person who has left their country and applied for protection in another country, and is waiting for a decision.
Push factor
Something that drives people away from a place, such as war, poverty, or natural disaster.
Pull factor
Something that attracts people to a new place, such as safety, work, or the chance to join family.
Displacement
Being forced to leave your home, either within your country or across a border.
Integration
The process of becoming part of a new community while keeping your own identity and culture.
Classroom Activities
Activity 1 — Why do people move? (push and pull)
PurposeStudents understand the range of reasons why people migrate.
How to run itDraw two columns on the board: PUSH (reasons to leave) and PULL (reasons to go somewhere new). Ask students to suggest reasons for each. Build a full list together. Then present three brief case studies — a person moving for work; a family fleeing war; a young person joining a parent who moved years earlier. For each: What pushed them? What pulled them? Did they choose to move, or did they have to? Discuss: What is the difference between choosing to move and being forced to?
💡 Low-resource tipWrite the push/pull columns on the board. Discuss case studies verbally.
Activity 2 — A refugee's journey
PurposeStudents develop empathy for the experience of forced displacement.
How to run itTell the story of a fictional child refugee — choosing details relevant to your region (a child fleeing conflict, arriving in a new country, learning a new language, missing home). Pause at key moments to ask: How do you think they feel right now? What are they worried about? What do they need? What could YOU do if this child arrived at your school? After the story, discuss: What rights does a refugee have? What do we owe to people who have been forced to leave their homes?
💡 Low-resource tipTell the story orally. No printed materials needed. Adapt the details to be relevant and sensitive to your context.
Activity 3 — Migration and culture: what do we share?
PurposeStudents recognise that culture is shaped by migration and that this enriches communities.
How to run itAsk students to think about: food they eat, words they use, music they enjoy, sports they play, technologies they use. For each: Where did this come from originally? Has it moved from somewhere else? Build a picture of how much of everyday life has been shaped by the movement of people and ideas. Discuss: Would our community be richer or poorer without migration? What would we lose?
💡 Low-resource tipStudents share verbally. The teacher lists contributions on the board. No printed materials needed.
Discussion Questions
  • Q1What is the difference between a migrant, a refugee, and an asylum seeker?
  • Q2Why do you think some people have to leave their homes even if they do not want to?
  • Q3If you had to leave your home suddenly, what would you take? What would you miss most?
  • Q4What challenges might a refugee child face when they arrive at a new school?
  • Q5What responsibilities do countries have towards refugees?
  • Q6How has migration made your community or country richer? Can you give an example?
Writing Tasks
Task 1 — A day in the life of a refugee child
Imagine you are a child who has recently arrived in a new country as a refugee. Write a short diary entry (4 to 5 sentences) describing your first day at school. What do you see? How do you feel? What helps you?
Skills: Empathy, descriptive writing, perspective-taking
Task 2 — Persuasive writing
Write a short paragraph (4 to 5 sentences) persuading your local community to welcome a group of refugee families. Give two reasons why welcoming refugees is the right thing to do.
Skills: Persuasive writing, giving reasons, using evidence
Common Misconceptions
Common misconception

Refugees choose to leave their countries.

What to teach instead

Refugees are forced to leave. The definition of a refugee is someone who cannot safely stay in their country because of war, persecution, or disaster. If they had a safe choice, they would generally prefer to stay in their home.

Common misconception

Migrants take jobs and resources away from local people.

What to teach instead

Research consistently shows that migrants — including refugees — contribute to economies through work, taxes, and skills. They often fill gaps in labour markets and create businesses. The economic impact of migration is generally positive, though distribution of benefits matters.

Common misconception

Migration is a recent or unusual phenomenon.

What to teach instead

Migration is as old as humanity. People have always moved — in search of food, safety, trade, and opportunity. Every country and culture has been shaped by migration. What changes over time is the scale, the direction, and the political response.

Core Ideas
1 The 1951 Refugee Convention
2 Climate migration
3 Migration and nationalism
4 The economics of migration
5 Migration policy and human rights
6 Integration and multiculturalism
7 Statelessness
Background for Teachers

The legal framework for refugees is the 1951 Refugee Convention, which defines a refugee as a person who has a well-founded fear of persecution based on race, religion, nationality, political opinion, or membership of a particular social group, and who cannot or will not return to their country. The Convention establishes the principle of non-refoulement — the prohibition on returning a refugee to a country where they face serious harm. Today, over 100 million people are forcibly displaced worldwide — the highest number ever recorded. Climate migration is an increasingly significant phenomenon. People are being displaced by rising sea levels, drought, desertification, and extreme weather events. The legal framework does not currently recognise climate migrants as refugees, creating a significant protection gap.

Migration and nationalism

In many countries, migration has become a central political issue, with nationalist movements arguing for reduced immigration. The debate often involves contested claims about economic impact, cultural change, and security. The economics of migration: most economic research finds that migration has a positive overall impact on host economies, but that gains and costs are not equally distributed — which shapes political responses. Integration refers to the process by which migrants become part of a new society. Multiculturalism is the policy of welcoming and preserving cultural diversity. Both are contested concepts with different meanings in different political contexts.

Statelessness

Some people are not recognised as citizens by any country — they have no legal identity and no access to basic rights. There are currently an estimated 10 million stateless people worldwide.

Key Vocabulary
Refugee Convention
The 1951 international agreement that defines who is a refugee and what rights they have, including the right not to be returned to a country where they face danger.
Non-refoulement
The international legal principle that prohibits returning a refugee or asylum seeker to a country where they face serious harm.
Climate migration
The movement of people caused by climate change — including rising seas, drought, flooding, and extreme weather — when their homes or livelihoods become uninhabitable.
Statelessness
The condition of not being recognised as a citizen by any country — leaving a person without legal identity or access to basic rights.
Irregular migration
Moving across borders without following official legal processes — often because legal routes are unavailable or inaccessible.
Multiculturalism
A policy or social condition in which multiple cultural groups coexist and are valued within the same society.
Remittances
Money sent by migrants back to their families in their country of origin — a major source of income for many low-income countries.
Brain drain
The emigration of highly skilled or educated people from one country to another, often leaving the origin country with a shortage of skilled workers.
Classroom Activities
Activity 1 — Climate migration: a rights gap
PurposeStudents examine the protection gap for people displaced by climate change.
How to run itExplain: the 1951 Refugee Convention protects people fleeing persecution, but does not cover people displaced by climate change. Yet millions of people are already losing their homes to rising seas, drought, and extreme weather. Present a case study — for example, Pacific Island nations whose land is disappearing under rising seas. Ask: Do these people have a right to protection in another country? Should the Refugee Convention be updated? Who would be responsible? What are the obstacles to international agreement?
💡 Low-resource tipPresent the case study verbally. Students discuss in groups. No materials needed.
Activity 2 — The economics of migration: separating fact from claim
PurposeStudents evaluate claims about the economic impact of migration using evidence.
How to run itPresent a series of common claims about migration: 'Migrants take our jobs.' / 'Migrants do the jobs we do not want.' / 'Migrants cost more in services than they pay in taxes.' / 'Migration drives down wages.' For each, present what economic research actually shows (generally: migrants contribute positively to economies, fill labour gaps, and are net contributors to public finances, but distribution of costs and benefits matters and varies). Discuss: Why do some of these claims persist even when evidence does not support them? What other factors might be driving anti-migration sentiment?
💡 Low-resource tipThe teacher presents the claims and the evidence verbally. Students discuss. No printed materials needed.
Activity 3 — Migration policy debate
PurposeStudents engage with the contested political debate about migration policy.
How to run itPresent two positions: Position A: countries have the right and responsibility to control their borders strictly. Open migration is unsustainable and unfair to citizens. Position B: freedom of movement is a human right. Restrictions on migration cause suffering and undermine global equality. Divide students to argue each position. After the debate, discuss: Is there a position between these two? What values are in conflict? How should we weigh national sovereignty against human rights? How should migration policy be decided?
💡 Low-resource tipAssign positions randomly. The debate can happen in any classroom space. No materials needed.
Discussion Questions
  • Q1What is the difference between a refugee and an economic migrant? Is this distinction morally important?
  • Q2Should climate migrants have the same legal protections as refugees? What are the arguments on both sides?
  • Q3Do wealthy countries have a moral responsibility to accept more refugees, particularly from countries whose poverty or conflict is linked to the wealthy country's history or policies?
  • Q4Is it possible to have both open, humane migration policies and strong national borders? How?
  • Q5How does migration shape national identity? Is multiculturalism a strength or a challenge for social cohesion?
  • Q6What is statelessness and why is it a human rights crisis?
  • Q7Why has migration become such a politically divisive issue in many countries? Is the debate driven by evidence or by other factors?
Writing Tasks
Task 1 — Extended essay
'Wealthy countries have a moral obligation to accept refugees and other migrants.' To what extent do you agree? Write 400 to 600 words.
Skills: Thesis-driven argument, moral reasoning, engaging with counter-argument
Task 2 — Analytical response
Explain what climate migration is, why it is not covered by existing refugee law, and what this means for millions of people. Write 200 to 300 words.
Skills: Explaining a concept and a legal gap, drawing implications
Common Misconceptions
Common misconception

Most migrants and refugees come to wealthy countries.

What to teach instead

The majority of the world's refugees are hosted by low and middle income countries, often neighbouring the countries of conflict. Countries like Turkey, Colombia, Uganda, and Pakistan host far more refugees than most wealthy nations. Wealthy countries receive a relatively small proportion of global displacement.

Common misconception

Irregular migrants and asylum seekers are breaking the law and should be treated accordingly.

What to teach instead

International law, including the 1951 Refugee Convention, explicitly recognises that refugees may not be able to follow regular immigration procedures and should not be penalised for irregular entry. Seeking asylum is a legal right, not a crime, under international law.

Common misconception

Migration is primarily a security threat.

What to teach instead

The framing of migration primarily as a security issue is a political choice, not an objective assessment. Research shows that migrants — including refugees — do not increase crime rates and are generally less likely to commit crimes than native-born citizens. The security framing shapes public perception in ways that are not supported by evidence.

Further Information

Key resources: UNHCR (unhcr.org) is the UN refugee agency and publishes accessible global statistics and individual stories. The Internal Displacement Monitoring Centre (internal-displacement.org) tracks people displaced within their own countries. For climate migration, the World Bank's Groundswell report provides detailed projections. For the economics of migration, the Migration Policy Institute (migrationpolicy.org) and the OECD publish accessible research. For statelessness, see the UNHCR's #IBelong campaign.