With the beginning of the full-scale war in Ukraine, millions of people were forced to leave their homes. Switzerland has become a refuge for over 65,000 Ukrainian refugees, mostly women with children. At first glance, the children are safe: they attend schools, have a roof over their heads, and access to medical care. Yet, behind this apparent stability, there are often deep psychological wounds and adaptation challenges that remain invisible to those around them.

Modern research shows that forced migration has a long-term impact on children’s mental health, especially for those who have experienced traumatic events. Understanding these processes is critically important for creating effective support and integration programmes.

The Anatomy of Forced Migration: Losses Adults Do Not See

Forced migration is not merely a change of residence. For a child, it is the destruction of an entire universe that once seemed unchangeable and safe. It is the loss of home not only as a physical space but also as a symbol of stability, where every corner had its own meaning and story.

Children lose far more than it might appear at first glance. It is friends with whom they shared secrets, a favourite teacher who knew their strengths, a room with its own rules and order, toys that were not just objects but companions in play and imagination. It is also the loss of language as a natural way to express thoughts and feelings, and of cultural codes that helped them understand the world around them.

The loss of predictability is particularly painful. Previously, a child knew that after school there would be lunch, then playtime with friends, and in the evening — a bedtime story from grandma. Now, every day brings something new, unfamiliar, often frightening. Even positive changes can be perceived as a threat because they highlight the instability of the new world.

Studies show that children in situations of forced migration often experience what is called “ambiguous loss” — when what is lost still exists but remains inaccessible. Ukraine, home, friends — all these live in memory but are physically out of reach, making it harder to accept the new reality.

The Language of Trauma: How Children Speak About Pain

Children, especially younger ones, rarely can explain their emotions in words. Their language of trauma is behaviour, which adults often misinterpret. Behind apparent “obedience” may hide deep suppression — when a child is afraid to express needs for fear of creating more problems for parents who are already under stress.

“Problematic” behaviour is often a cry for help. Aggression may be an attempt to regain a sense of control in a world that feels unpredictable. Regression — a return to behaviour typical of a younger age — is a natural defence mechanism of the psyche.

It is particularly important to understand that behind a child’s behaviour often lie:

• Repressed anxiety, which may manifest as withdrawal or, conversely, excessive activity. The child tries either to hide from a frightening world or to silence inner tension through constant movement.
• Chronic fatigue from ongoing stress, which adults may overlook. Life in a new environment demands enormous energy from a child for adaptation, understanding new rules, language, and social codes.
• Feelings of guilt for leaving relatives, pets, or even for being better off than those who remained in Ukraine. Children often take on responsibility for what is beyond their
• Identification with the aggressor — a psychological mechanism where a child unconsciously adopts traits of the one who caused pain, in an attempt to protect themselves from further trauma.

The Swiss Context: When Prosperity Does Not Equal Well-being

Switzerland grants Ukrainian refugees the S status, which provides access to education, healthcare, and social services. This represents a unique level of support in the European context, creating favourable conditions for integration. However, even under such circumstances, children face serious adaptation challenges.

The language barrier becomes the first and most obvious challenge. Swiss German (Schweizerdeutsch) differs significantly from standard German, which is taught in schools. This adds further confusion for children already struggling to learn a new language. French and Italian in other regions of Switzerland also require considerable effort to master.

Cultural differences may be less obvious but are no less important. The Swiss educational system, with its emphasis on independence and critical thinking, may feel foreign to children used to a more directive approach. Social norms, school behaviour rules, and ways of expressing emotions all need to be re-learned.

Forming new friendships is particularly difficult. Swiss children often have established social groups, and joining them may be challenging. The language barrier complicates communication, and cultural differences may create misunderstandings.

Even the kind attitude of Swiss teachers and classmates does not always compensate for the loss of a deep sense of belonging. This leads to what psychologists call “inner homelessness” — a state in which a person is physically in one place but emotionally feels detached from it.

Invisible Wounds: The Psychological Consequences of Trauma

The consequences of migration-related trauma rarely appear immediately. They often emerge months or even years after relocation, when the “honeymoon period” — the initial relief of having escaped — comes to an end. This phenomenon is known as “delayed traumatic reaction.”

Post-traumatic stress disorder (PTSD) may include intrusive memories of events in Ukraine, nightmares, hyperarousal, when a child reacts intensely to even minor sounds or environmental changes. Triggers may include the sound of sirens, loud noises, or even certain smells or colours.

Anxiety and depressive disorders are often masked as ordinary fatigue or “adolescence.” A child may lose interest in favourite activities, become apathetic, tearful, or, conversely, excessively irritable. Changes in sleep and appetite patterns should be taken seriously.

Learning difficulties do not result from a lack of ability but from the impossibility of focusing under constant stress. The child may fear making mistakes, as they highlight their “otherness.” Motivation to learn may decline, especially if the future feels uncertain.

Behavioural changes may include aggression as a means of self-protection, regression to earlier developmental stages, withdrawal, or excessive need for attention. It is crucial to understand that this is not “bad behaviour” but a coping mechanism for unbearable emotional pressure.

Somatic symptoms — headaches, stomach aches, unexplained fatigue — may also be manifestations of psychological trauma. The child’s body responds to stress even if they cannot articulate or understand it.

The Support System in Switzerland: Resources and Opportunities

Switzerland has a well-developed system of support for children and families who have experienced trauma. Understanding available resources can be the first step towards recovery.

Psychological Support and Therapy

In many cantons, there are specialised psychological support centres for refugees. The programmes are adapted to the needs of children of different ages and take into account the specifics of migration-related trauma.

The EASE Programme (Emotional Awareness and Skills Enhancement) is designed for children aged 9–15 and focuses on developing emotional literacy. Children learn to recognise and name their emotions, understand the connection between thoughts, feelings and behaviour, and master self-regulation techniques.

Group therapy is often particularly effective, as it allows children to realise they are not alone in their experiences. Communication with peers who have gone through similar situations can be deeply healing.

Individual therapy is necessary in cases of more severe trauma or when the child is not ready for group work. It is important that the therapist speaks Ukrainian or works with an interpreter.

Educational Support

The Swiss education system offers special programmes for migrant children. These include intensive language courses, adapted curricula, and additional support in core subjects.

Many schools have school psychologists or social workers who can provide prompt assistance. It is important to establish contact with these professionals at the start of schooling.

Some schools use a “buddy system”, assigning a Swiss student to each migrant child to help them adapt.

Social Integration

Numerous community organisations offer social integration programmes for children and families. These may include sports clubs, creative studios, language groups, and cultural events.

Especially valuable are programmes that bring together Swiss and Ukrainian families. They allow children to form friendships naturally.

Medical Support

The Swiss healthcare system guarantees all refugee children access to medical care. This includes not only treatment for physical illnesses but also psychiatric support when necessary.

It is important to know that under the S status, all medical services for children are covered by the state. Parents should not delay contacting a doctor if there are concerns about the child’s health.

The Role of Parents: Being a Pillar When You Need Support Yourself

Parents and guardians are the main source of stability for a child in times of chaos. Yet parents themselves are often in a state of trauma, which complicates their ability to support their children. Understanding this paradox is the first step towards finding solutions.

Principles of Supporting a Child

Active listening means not only hearing the child’s words but also understanding the emotions behind them. Even if their fears seem small, to the child they are real and meaningful. Phrases like “don’t worry” or “everything will be fine” may invalidate their experience.

Maintaining routines gives a child a sense of predictability in an unpredictable world. These can be simple things: a shared breakfast, an evening story, a Sunday walk. What matters is consistency and independence from external circumstances.

The right to emotions means acknowledging that a child has the right to cry, be angry, and miss home. Attempts to cheer them up too quickly can block the natural process of grieving.

Emotional availability matters more than physical presence. The child should feel that the parents are ready to listen and support them, even if they themselves are struggling.

Honesty adapted to age means being able to tell the child the truth about the situation in a way they can understand — without overwhelming details, but without lies.

Self-Care as a Condition for Caring for a Child

Parents often feel guilty when they spend time on themselves instead of their children. However, their own psychological well-being is not a luxury but a necessity. A child intuitively senses the parents’ state and may take on responsibility for their emotions.

It is important to find time for personal recovery: talking with friends, physical activity, hobbies, meditation. Seeking professional help for oneself is not a sign of weakness but an act of care for the family.

When to Seek Help

Parents should know the warning signs indicating the need for professional support:

• Behavioural changes lasting more than two weeks
• Sleep or eating disturbances, weight loss or gain
• Aggressive behaviour that endangers the child or others
• Developmental regression (the child “reverts” to earlier behaviour)
• Somatic complaints without medical cause
• Withdrawal or extreme isolation
• Signs of self-harm or suicidal thoughts

Resources for Parents

Pro Juventute — a Swiss organisation offering support to children and families. Consultants help parents understand their child’s behaviour, develop supportive skills, and manage their own stress.

Caritas and the Swiss Red Cross have special programmes for refugee families, including psychological support, social counselling, and help with integration.

Municipal social services in each canton have specialists working with refugees. They can provide information about available resources, assist with necessary documents, and refer to appropriate professionals.

Online resources in Ukrainian include Telegram channels and WhatsApp groups where parents can receive support from other Ukrainian families who have gone through similar experiences.

School as a Space for Recovery

For a migrant child, school can become either an additional source of stress or a place for recovery and growth. Much depends on how ready the education system is to support traumatised children.

What Schools Can Do

Individual approach means understanding each child’s unique story. Teachers who are aware of a student’s traumatic experience can adapt expectations and teaching methods accordingly.

Trauma-informed education is an approach that takes into account how trauma may affect a child’s ability to learn. It involves creating a safe environment, predictable routines, and alternative assessment methods.

Multicultural education helps all students in the class understand and appreciate cultural differences. This may include studying Ukrainian geography and culture, celebrating Ukrainian holidays, and learning Ukrainian words.

Partnership with parents is especially important for migrant families. Regular communication, involving parents in school life, and acknowledging their concerns and suggestions help build trust.

The Role of Classmates

Children can be remarkably empathetic and willing to help if the situation is explained in an accessible way. Intercultural learning programmes help Swiss children understand the experiences of their migrant classmates.

It is important to teach children how to recognise signs of bullying and how to respond. Migrant children may be especially vulnerable to bullying because of language or cultural differences.

Long-Term Prospects: From Survival to Flourishing

Research shows that children have an extraordinary capacity for recovery after trauma, especially when they receive appropriate support. The adaptation process typically goes through several stages.

Stages of Adaptation

Initial shock (1–3 months) is characterised by disorientation, high anxiety, and possible somatic symptoms. The child tries to make sense of new rules and expectations.

Adaptation period (3–12 months) — a time of active engagement with the new environment. The child begins to learn the language, form relationships, and understand cultural nuances. This stage often feels like an emotional rollercoaster.

Stabilisation (1–2 years) — the child starts to feel more confident in the new environment. New friendships form, academic performance improves, and anxiety decreases.

Integration (2–5 years) — the child develops bicultural identity and learns to switch between cultural codes depending on context. The traumatic experience becomes part of the personality without defining it.

Factors Supporting Successful Adaptation

• Stable relationships with at least one adult who provides safety and support — a parent, teacher, mentor, or social worker.
• Preservation of cultural identity — maintaining connection with Ukrainian culture, language, and traditions, which helps the child feel whole.
• Development of new competencies — learning a new language, communication skills, and adaptation to new social Each achievement increases self-esteem and confidence.
• The opportunity to help others — children who share their experiences often regain a sense of control and purpose in what they have lived through.

Hope as the Foundation of Recovery

Children of war in a peaceful country carry within them a unique combination of trauma and resilience. Their ability to adapt, learn, and form new relationships is both impressive and inspiring. Yet this resilience is not limitless and requires support.

It is important to remember that behind outward “normality” there may lie deep pain. A child who studies well and has friends may still experience nightmares or feel guilty for being safe while the war continues in Ukraine.

At the same time, these children should not be viewed solely through the lens of trauma. They are not only victims of circumstance but also bearers of unique experiences, culture, and perspectives. Their presence enriches Swiss society, bringing new ideas, energy, and possibilities.

Creating a truly inclusive environment means that children of war in a peaceful country must be not only alive but also heard, understood, and whole. This requires everyone — parents, teachers, professionals, ordinary citizens — to be ready to see behind a child’s behaviour their needs, behind silence — a cry for help, behind aggression — pain and fear.

If we as a society can provide this support, then the children who flee war today may become tomorrow’s bridge between cultures, leaders of change, and bearers of the values of peace and understanding. Their trauma will not define their fate but will become only a part of their story — one that has made them stronger and wiser.

In a peaceful country, every child has the right to peace — not only external but also internal. And it is our shared responsibility to help them find that peace.