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Migrant Integration Framework: case studies

Case studies, bibliography, and other information about the Migrant Integration Framework's development.

First published: 18 December 2023

Last updated: 18 December 2023

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Case studies

This document contains case studies which demonstrate the recommended approaches set out in the Welsh Government Migrant Integration Framework. Case studies are contributed by third parties.

These case studies show how migrant integration can be supported by concerted action under each domain.

Domain 1: work

Case study: IKEA and skills for employment

IKEA has been developing opportunities to integrate refugees into the workforce. The UPPNÅ Skills for Employment programme works in strong partnership with Refugee Council Hubs across the UK and in Ireland to offer refugees in the local community support, advice, and a place to come together.

From Syria to Ukraine, IKEA has found ways to bring refugees into employment. Through this refugee-focused up-skilling and work programmes, those seeking support can access a range of services, including CV writing, job application support, interview techniques and customer service training, as well as an introduction to IKEA's culture and values, and understanding Wales’ and the UK’s labour market.

In the past year, IKEA Cardiff has provided products and support from the store to transform the Welsh Refugee Council Hub. A team of more than 30 IKEA co-workers spent two weeks upgrading the space, with the reception area, counselling rooms, kitchenette, offices, and toilets all receiving a makeover.

All of this has transformed the lives of people getting into work and forging a new life while giving back to society and brings IKEA’s own mission to life by supporting a better everyday life for many people.

Case study: the Achieving Change through Employment Project (ACE)

Sofia (named changed) came to the UK from Bulgaria and joined the ACE project in October 2018. Her job in Bulgaria had been working as an Engineer Assistant and she had also worked in retail and office administration.

Coming to the UK she struggled with language skills and had so far been unable to get a job due to her childcare responsibilities. She was interested in care work but worried her low level of English and lack of qualifications in this field would be a problem.

She needed to improve her English skills and practice job application and interview skills, so we supported Sofia with gaining a place on an English language course (ESOL) and attending a workshop on job applications and preparing for interviews.

As she worked on gaining her level 2 English Language qualification, Sofia’s ACE

Case Officer got to know her more and discovered that she also possessed advanced sewing skills. Adding this to her CV along with her new English qualification meant that Sofia was soon hired by a leading UK textile manufacturer as a full-time permanent machinist.

Find out more about Achieving Change through Employment.

Case study: Wales Asylum Seeking and Refugee Doctors’ Group, DPIA

It can be very difficult, costly and frustrating for refugees to integrate into the UK medical system. In 2002, the Wales Deanery (now Health Education and Improvement Wales (HEIW)) established WARD. Working in partnership with Displaced People in Action (DPIA) the programme works with groups of around 12 medics at a time, and offers medically-contextualised language classes, re-validation courses, training positions, and resources such as medical journals and equipment.

The project aims to help participants meet the standards required to enter the labour market, including helping them pass (and cover the costs of) the International English Language Testing System (IELTS) or the Occupational English Test (OET) and the Professional and Linguistic Assessments Board (PLAB1 and PLAB2), examinations required to work in the National Health Service (NHS) and become fully registered members of the General Medical Council and dental and nursing equivalents.

The project has now supported over 200 medics, and is viewed as an exemplar programme for harnessing the skills of sanctuary seekers living in Wales. Even with this level of support, it can take years for refugees to pass the IELTS or OET and PLAB examinations and much depends upon individuals’ skills, commitment, motivation and preparedness.

Adapted from HEIW (2018) and interviews.

Domain 2: housing

Case study: Cardiff Council’s homelessness support for migrants

additional funding from Welsh Government aimed at reducing homelessness amongst migrants was utilised by Cardiff Council to deliver additional training, advice and support for migrants. These activities included:

training 40 homelessness and housing staff on awareness of options, rights, eligibility and responsibilities amongst migrants to improve advice and referrals to appropriate support
additional 29 clients have been provided with advice and assistance to prevent homelessness and further 30 clients have received homelessness help and support including finding accommodation in the Private rented sector, help with bonds and rent in advance
council website has been updated and leaflets created with advice on housing options for migrants
109 individuals were helped with access to employment. Of these 23 were found employment and 86 had help to be more work-ready. Referrals were made for employment and training (where appropriate). Help was provided with how to look for work, training options and preparing for interviews as well as creating a CV
monitoring system has been put in place to help determine and monitor the level of need amongst migrants who are homeless or at risk of homelessness. Strategies have also been reviewed to include objectives relevant to preventing homelessness amongst migrants

Case Study: Cardiff Council Ty Cyfle (Opportunity House)

Opportunity House is a project, funded by the Welsh Government homelessness prevention grant, aimed at EEA Nationals who are homeless as a result of limited access to public funds. EEA Nationals must meet an income threshold to be eligible for Housing Benefit/Housing Element and often lose their accommodation as a result of losing employment.

It is very difficult to find employment whilst sleeping rough and very difficult to find accommodation whilst unemployed, which leaves many trapped in a cycle of homelessness. It has been highlighted that with support and stable accommodation many EEA Nationals could return to or gain employment and manage a private rented tenancy, thus giving the opportunity for a lasting exit from homelessness.

Ty Cyfle aims to provide secure, safe and good quality accommodation to EEA Nationals rough sleeping or accessing emergency homeless accommodation who are unable to access public funds, as well as intensive support to remove any barriers to employment and long-term housing. The project has secured 2 leased HMO properties with a total of 11 vacancies and provides up to 6 months tailored support for each resident.

Domain 3: health and social care

Case study: language as a barrier to good healthcare

One woman told us about losing her mother-in-law 6 months ago. She felt the quality of her mother in law’s care was very good, but had found herself in need of support. When her mother-in-law became ill and needed end of life care, the woman cared for her, but found this so overwhelming and stressful that she began to develop anxiety and had to take sick leave. She eventually left her job and became a full-time carer. She said, “It was really hard to look after her.” While she received some care and support from local services, in reality she was providing 24/7 care.

One of the reasons was the language barrier between her mother-in-law and the care workers, who could not speak Punjabi, so she had to act as an interpreter. She felt that she “had to be there all the time to explain to the staff and the managers. It was so hectic for me and my family”. When the local hospice got involved, they managed to get her mother-in-law into a respite scheme for a couple of weeks.

They also provided her with training in dementia so she was better able to manage caring for her mother-in-law. She told us that she is very grateful to the hospice for their help and support, and said, “We are still in touch with the hospice and raised some money for them.”

Race Equality Foundation interview.

Case study: a focus on health and wellbeing

All asylum seekers and refugees in Wales are able to register with a GP and access mainstream health services, and this includes health screening and mental health services. Refused asylum seekers are also able to access free healthcare in Wales. Health support for those arriving in Wales should be provided in line with Welsh Government's 2018 Guidance for Health Boards on the Health and Wellbeing of Asylum Seekers and Refugees.

The Sanctuary Website includes a specific section on health and wellbeing which includes information on registering with health services, getting medical help, mental health and wellbeing, maternity and reproductive health, and COVID-19.

The Welsh Government has developed an NHS “GP Card” for asylum seekers and other vulnerable groups to support GP registration. The GP Card provides assurances that people can get NHS treatment including prescriptions (and COVID vaccination) without a fixed address or ID. The GP Card specifically states:

“I am here to register with a GP. I have the right to register and receive treatment from a GP practice. Anyone in Wales can register with a GP for treatment. I do not need a fixed address or identification. Anyone in Wales registered with a GP can get free prescriptions. I have the right to request and be provided with an interpreter by healthcare providers at no cost.”

The Welsh Government also funds Traumatic Stress Wales which aims to improve the health and wellbeing of people of all ages living in Wales at risk of developing or with post-traumatic stress disorder (PTSD) or complex post-traumatic stress disorder (CPTSD). Traumatic Stress Wales are working with people with lived experience, as well as colleagues across the public and voluntary sectors, to improve access to effective and evidence-based therapies for people who have experienced traumatic events. The Traumatic Stress Wales initiative includes a specific workstream on people seeking sanctuary in Wales. This has been developed to improve access to high quality mental health support for forced migrants who have experienced traumatic events.

To support the health and wellbeing of those from the Ukraine, the Welsh Government translated materials into Ukrainian and Russian to support the mental health of those arriving from the Ukraine and initial stabilisation. These were published on the Traumatic Stress Wales website. The stabilisation materials include a National Centre for Mental Health Toolkit for people who have been exposed to traumatic events, and information about the CALL Mental Health Helpline. The Adverse Childhood Experiences (ACE) Hub and Public Health Wales have also translated materials to support mental health and wellbeing, along with the Royal College of Psychiatrists. Traumatic Stress Wales have worked with the Health Boards and the Welcome Centres to promote the supporting materials, which have a focus on initial stabilisation and taking a trauma informed approach to providing support.

Here in Wales, the Trauma-Informed Wales Framework sets out the approach to developing and implementing trauma-informed practice across Wales, providing the best possible support to those who need it most. The Framework establishes how individuals, families/other support networks, communities, organisations and systems take account of adversity and trauma, recognising and supporting the strengths of an individual to overcome this experience in their lives. It also sets out the support they can expect to receive from the organisations, sectors and systems that they may turn to for help. It is inclusive of people of all ages, from babies, children and young people right through to older adults.

The CALL Mental Health Helpline for Wales is a community advice and listening line that is available seven days a week, 24 hours a day. Anyone concerned about their own mental health or that of a relative or friends can access the helpline, which offers a confidential listening and support service. Free phone 0800 132737 or Text 81066 to receive emotional support as well as information and literature on mental health and related matters to the people of Wales. The CALL Mental Health Helpline is able to use Language Line to ensure support is available for anyone whose preferred language is not English or Welsh.

Domain 4: social connections

Case study: Oasis

The mainly voluntary team at Oasis organise and deliver a wide variety of services to promote integration, ranging from food clubs to trips, sports events, gardening and language tuition (ESOL). These activities bring people together and offer vital opportunities to develop language fluency. It is in the informal ESOL provision where the largest number of their volunteers are employed. Oasis’ ESOL classes were originally set up to provide language learning spaces for newly arrived asylum seekers who faced the prospect of spending months on a waiting list before beginning formal ESOL classes. However, even after starting college, many students continue to access the Oasis provision to ‘top up’ their formal classes and by getting more opportunities to practise during vacation periods. Although there is only one full-time ESOL professional employed at Oasis, there are now approximately 30 volunteer teachers providing informal language education at Splott Road and online.

Each week, there are over 300 filled spaces in classes with new learners arriving daily. Drop-in Welsh classes are also offered each week, delivered by qualified Welsh language volunteer teachers. This informal provision provides crucial linguistic, psychological, and emotional scaffolding for the newly arrived sanctuary seekers, enabling them to begin language learning, form friendships and access support as soon as they arrive, as the following sentiments from learners who took part in the online forums reveal:

“Oasis helps us to stop feeling lonely”.

“Oasis provides friendship and somewhere to meet. I come for English but also for friendship, making social connections and fun.”

“If Oasis wasn’t here, there would be a wall between me and the country”.

Case study: re-imagining PERCEPTIONS in sound, music and sonic media: conversations across borders

In a groundbreaking collaboration, migrant musicians in Wales and Italy joined together to use the language of sound, music, and emotions to reshape the prevailing perceptions and migrant narratives. The journey unfolded in three phrases, showcasing the profound impact of music in fostering cross-cultural dialogue and breaking down stereotypes:

Techniques and implementation

1. Ideas capture and pre-recorded music

Migrant musicians engaged with the themes of faith, (in)visibility, Disorientation, Loss, and Hope. Sonic features of migrant journeys were explored, capturing the unique ambiances and perceptions of the places traversed. Musicians translated these reflections into music recordings, simple videos and textual narratives describing connections and evocative interpretations of the above themes.

2. Participatory music making and improvisation

A live music event at Swansea’s Grand Theatre Hub became a platform for migrant musicians to lead the event. Pre-recorded songs from Italian musicians sparked sonic responses from Wales-based performers and the audience, encouraging a music “dialogue”, improvisation across borders and re-making of migrants’ perceptions at different geographical scales.

3. Video capturing and sharing

Video recordings captured the emotional aspect of migrants’ journeys. These recording conveyed the ambiances and acoustics of places traversed by migrants, presenting alternatives sonic interpretations of perceptions and narratives in Europe beyond verbally articulated meanings.

The collaborative nature of music-making can help migrants to achieve specific social goals around inclusion, empowerment, recognition, and community involvement. This approach provides migrants with a creative outlet to redefine narratives and contribute to a broader dialogue on migration and cultural identity.

Find out more about PERCEPTIONS.

Domain 5: education and skills

Case study: Croeso i Bawb / All are Welcome

As part of its mission to welcome people from all backgrounds to learn and enjoy Welsh, the National Centre for Learning Welsh has a ‘Croeso i Bawb’ project to teach the Welsh language to people who do not speak English as a first language, including refugees and asylum speakers. In consultation with ESOL and Learn Welsh experts and practitioners, they produced a Welsh taster course which does not use any English.

The course includes soundtracks and flash cards. The course was being piloted when the first lockdown came into place and Learn Welsh providers are now planning provision for the new academic year. The National Centre has done two things to facilitate these courses: adopt a policy whereby every Learn Welsh taster course is free of charge and established a grant for our providers to hold ‘Croeso i Bawb’ taster courses. This grant funding is additional to the core funding for other Learn Welsh services.  They recognised that ESOL providers (who aren’t a part of the National Centre) are in an excellent position to attract learners to ‘Croeso i Bawb’ courses. Therefore, as part of a Memorandum of understanding (MOU) with Adult Learning Wales, they provide WSOL (Welsh for Speakers of Other Languages) courses.

To date, 4 courses have been held: 43 virtual and 1 face to face. As part of this partnership, a member of Learn Welsh staff visits the last session of these courses to discuss progression. Following a grant from Welsh Government, 3 new elements of the project are being developed: The taster course will be available as a self-study online course at learnwelsh.cymru; Units on Wales and the Welsh language will be available in 5 languages on learnwelsh.cymru: Cantonese, Syrian Arabic, Farsi, Pashto and Ukrainian; SSIW (Say Something in Welsh) courses will be available in Pashto, Dari and Arabic. The National Centre will continue to develop ‘Croeso i Bawb’ resources and provision. This will include a bespoke marketing campaign and an event to launch the new elements in the project.

Case study: Language Education and a Warm Welsh Welcome, Oasis Cardiff

What’s the best way to teach language to newcomers in Wales? And how can teachers best be supported to work with refugees and asylum seekers, who may be learning a language while suffering from trauma and navigating the myriad challenges of resettling in a new country? With Welsh Government funding, these questions are currently being explored through the Citizens’ Curriculum project, a partnership between The Learning and Work Institute, Oasis, the University of South Wales, and Adult Learning Wales.

Oasis is the largest centre in Wales supporting refugees and asylum seekers and aims to provide a ‘Warm Welsh Welcome’ to all those seeking sanctuary. One of the ways they do this is by offering free ESOL (English for Speakers of Other Languages) classes five days a week. Classes are delivered by a team of around 50 volunteer teachers and teaching assistants, some with a professional background in education and others without. Even those with language teaching qualifications often find it challenging to work with learners seeking sanctuary, as their needs are so immediate and complex; as well as dealing with post-traumatic stress, learners may struggle to carry out even basic tasks like seeing a doctor due to language barriers, and a significant proportion have literacy needs due to disrupted schooling. Given that, they have worked with the University of South Wales to design a course of teacher education focusing on classroom approaches that may be particularly effective for refugees and asylum seekers.

For many refugees and asylum seekers, ESOL classes are their foremost social space, providing a sense of structure to their lives and offering both linguistic and psychological support. Teachers are often seen as a vital, human bridge to the new society, and they are uniquely placed to support successful integration. For these reasons, many educators now advocate for a participatory approach in the ESOL classroom, one in which space is created for learners to discuss and address issues most relevant to them such as culture shock, money worries, or finding suitable accommodation. ESOL is not just another academic subject, and an externally imposed syllabus does not always allow learners to acquire the language they need for their real lives. Unconstrained by syllabi or assessment regimes, third sector organisations like Oasis are able to offer more participatory classes, as long as teachers are supported to deliver them.

Oasis and the University of South Wales delivered the teacher training course, called Creative and Participatory Approaches to Language Education, over ten weeks between February and May 2023. 10 participants, 5 volunteer teachers from Oasis and 5 paid teachers from Adult Learning Wales attended for 3 hours a week and carried out action research in their classrooms between sessions. Participants had extensive opportunity to discuss their individual research and learn from their peers, as well as receiving more traditional input from experienced ESOL practitioners. This seemed to be an effective approach, as their feedback shows:

“To feel part of a community [of teachers], I really liked that."

“It felt like a genuine sudden turn, you’re doing stuff that I can directly integrate and apply to my teaching.”

“My lessons are more enjoyable, fun and useful. I’m connecting with learners authentically, tapping into language most valuable to them.”

“The course has made me much, sort of, braver – it’s permissive in a sense. I don’t know why I thought I needed permission, but I was feeling very unconfident when I started.”

“It made me look at ESOL in a whole new way.”

“The course has been nothing short of a revelation.”

Case study: university language programmes, University of South Wales

Universities are uniquely placed in society to bring people from Wales or the UK together with people from diverse backgrounds. Facilitating access to university allows migrants to develop the skills and abilities to realise their potential, achieve their ambition and contribute meaningfully to society. Moreover, removing the barriers to higher education study means that friendship and understanding are given the opportunity to develop.

In recognising this opportunity to promote integration and the wellbeing of forced migrants in Wales, most universities have launched sanctuary schemes. In addition, in a number of institutions also provide free places to refugees on courses of language preparation for university. Language is the major barrier to accessing higher education and thus to utilising the skills, knowledge and aspirations of migrants in Wales.

For example, since 2017, 16 migrants with refugee status have completed pre-sessional language courses provided by Swansea University and thus been able to begin under-graduate or post-graduate courses. At the University of South Wales, twenty-four people from forced migrant background have completed such pre-university courses and have consequently begun higher education awards.

Reflections from migrants who have been provided with these opportunities demonstrate the life-changing importance of such schemes:

“It’s so very important for your state of mind. When you go to the University you see people, you talk to your tutors, speak in the class, chatting to your classmates, you know. It gives you that sense of belonging, it makes you forget some things.”

“Getting the scholarship has made me feel that I will achieve my goal! After I finish the course Pre-essential, I will study Computer Sciences including the foundation year. This [the scholarship] gives me the chance to develop my knowledge and my skills, and to be able to survive in the society that I am living in.”

“I enjoyed every single day at university because I suffer from PTSD. Because of this, I needed something to do, somewhere to go and enjoy, and to make friends. University was such a safe, safe place to go.”

University lecturers report being highly motivated to be teaching people whose lives will be dramatically improved through education, and for home-based students, coming to know classmates with refugee backgrounds can provide a transformational educational experience, as this Welsh student explains:

“This experience has allowed me a first-hand experience to meet people who have been forced from their countries and families; people who are often communicated in the media as ‘a problem’… their ability to maintain their humanity, after all that they have been through, amazes me. My life has become richer for the friends I have made.”

Domain 6: safety and stability

Case study: Wales Hate Support Centre

The Wales Hate Support Centre is a specialist service for children, adults, families and communities impacted by hate crime and incidents, the service is funded by the Welsh Government and delivered by the independent charity Victim Support Cymru.

The Centre is a responsive service, so when the landscape changes, it seeks to reduce barriers further. When the conflict in Ukraine started and it was clear that people would be seeking safety in the UK and hate-related cases were beginning to emerge, they translated key messages into both Ukrainian and Russian. We wanted to ensure that people were clear that wherever they have come from, if you are living in the UK, you have a right to live your life safely and free from harm.

Flyers were created in both languages and circulated to Community Cohesion Teams, local authorities, teams supporting the Ukrainians to travel and find accommodation, Third Sector organisations and grass root groups.

Victims of crime are able to access the reporting form on the website in 18 different languages, and use Language Line if they wish to communicate via their first language. Language Line are able to provide interpretation in over 250 different languages.

In response to local need, the Wales Hate Support Centre has developed a workshop called ‘Migrants Rights’, which seeks to directly address the misconceptions held around rights to services by both people living in communities who weren’t born in the UK and asylum seekers/refugees.

The workshop, developed initially in partnership with Migrant Rights UK, helps people to understand hate crime and incidences, the impact and sources of support. The session highlights language services available to people seeking support and other accessibility options.

Reflections from migrants and front-line community professionals who took part in the Migrants Rights workshop:

“The session was very informative. I feel confident to make a referral if needed. I have more understanding of the support victim support offers”.

“This is so eye opening, I had no idea this level of support was available to everyone. I encounter both migrants and asylum seekers in my work, I’m going to make sure everyone in my team knows about this service so we can make sure people are properly informed about their rights to be safe and access justice.”

Case study: Hate Crime Officers in the community

Police Hate Crime Officers have attended the Oasis refugee support centre on a number of occasions for two-way education opportunities. This has included open days, where officers engaged with the local refugee community that used the centre. Staff upskilling sessions have taken place regarding the meaning of hate crime and the mechanisms to report incidents to Police.

Officers also received talks from those with lived experience and Oasis staff advised officers on interaction with refugees.

Hate Crime Officers have also undertaken upskilling and engagement events at Displaced Persons in Action, Welsh Refugee Council, BAWSO, and Victim Support.

Within Cardiff and Vale college, officers have also run a number of seminars with international students. These seminars have included Hate crime awareness, laws within the UK, rights of persons when dealing with Police and career opportunities within policing. There were also open question and answer sessions where students could ask questions around policing procedures.

Case study: homes for Ukraine hosting

Carey Osborne, her partner and their children decided to open their home to host Ukrainians in their time of need.

As a registered nurse who worked on the frontline in the NHS throughout the COVID-19 pandemic, Carey described it as a ‘challenging few years’, balancing the demands of the job with other personal losses in her life. It was perhaps because of, and not in spite of, these tough times, that when learning about the government drive to offer homes, she knew she wanted to be involved. She explained:

“I think the concept of ‘cwtch’ applies here. I think a big part of the Welsh heritage is you cwtch people in, you nourish and support them.”

“I’m not a tea towel arranging kind of person, but when I knew they were coming I wanted to make the house as nice as I possibly could. I was obviously nervous about opening up my home, but we get on amazingly well.”

“I didn’t realise it at the time, but they’ve been the light I needed. Having them here has really changed my life. I feel so grateful. They’ve done as much for me as I could do for them. I feel like my life has been enhanced, as does my partner and my children. I think we’ve learnt loads from the experience.”

Carey’s advice to those who are considering opening their homes to a Ukrainian family to be ‘pragmatic’ in their approach on hosting a new family from such circumstances, and be mindful that there will probably be an adjustment period for everybody in the household.

“If you’re thinking about hosting, you really need to think about why you want to do it. Have an open attitude, take some time to do some research, reach out to the council and make yourself aware of the services offered to you. You need to understand that the people or families you host might have their own way of living," she said.

"Although you might just assume ‘oh they’re happy’, you need to ask them how they’re doing, and keep checking in. You don’t know what they’ve been through or are going through. Including them in activities together and enjoying each other’s company is key to keeping everybody in the household happy and well.”

Beyond the immediate host family being open and accepting, how the wider community responds to the new people in their area is a key factor in allowing them to integrate, and become immersed in the Welsh culture. Carey praised local authorities and other charities for helping facilitate this, with a range of schemes and benefits from a welcome pack that included groceries, to the National Trust allowing free access to their parkland and properties.

“For me, access to these sorts of services is like a heartbeat. If you want to keep people happy and healthy, and engaged in different activities, to me it really is as vital as a heartbeat. If we’re in the house and it’s been a bad day, maybe tensions are rising, to get out and do something is ideal.

Since the family arrived 2 months ago, they’ve quickly grown in independence and autonomy which has been vital for normalising the experience of being displaced from their home country. The 2 children are not only continuing their education at school, but also have part-time jobs, and the whole family volunteer at CETMA, to help out other Ukrainians and community members.

Carey added:

“They’re making huge contributions, and they’re really a fantastic resource to the community which local councils should be utilising even more. They’re in a fantastic position to keep serving our community and we’re really, really lucky to have them. We want them to stay, and have a good time, and experience the wonders of Welsh life.”

Domain 7: rights and responsibilities

Case study: 2022 Local Government elections in Wales

Ahead of the 2022 Local Government elections in Wales, local authorities in Wales were eligible for £25,000 of Welsh Government grant funding to employ an Electoral Registration Support Officer (ERSO). The role of the ERSO was to help drive democratic engagement within their area and to help increase the number of the newly enfranchised groups registered to vote.

Whilst there was significant improvement in the registration figures of the 16 to 17-year-old group, the registration figures for qualifying foreign nationals although improved, highlighted the need for further engagement. Feedback received was that some newly enfranchised communities either did not know they had the right to vote or could not access appropriate information as English/Welsh was not their first language.

In response to this the Welsh Government funded ERSO for Swansea produced a Step-by-Step Guide on how to register to vote in multiple languages which was housed on the local authority’s website. The guide was provided in 10 languages and helped removed a crucial barrier to accessing information. The approach proved successful, and the number of registered qualifying foreign nationals almost doubled from January to April 2022.

Case study: sanctuary website

The Welsh Government provides the sanctuary website for new migrants arriving in Wales on a variety of schemes. Originally established to support refugees and asylum seekers, it now also provides information for EU Citizens, Ukrainians, Afghan, Hong Kongers, and those on skills and student visas.

The website provides information about staying safe in Wales, health issues and how to access care, information about enrolling in education, finding a job, finding sources of financial support, and many other issues. It also support registering to vote and understanding rights and responsibilities whilst living in Wales.

Bibliography

Engagement and steering group

Consultation on how to measure the inclusion of migrants in Wales.

Steering group membership

Adele Taylor, Welsh Government
Michelle Roberts, Welsh Government
John Davies, Welsh Government
Hawar Ameen, Welsh Government
Ines Lopez Schmid, Welsh Government
Lydia Smith, Welsh Government
Steven Macey, Welsh Government
Jessica Rees, Victim Support
Sergei Shubin, Swansea University
Isata Kanneh, Bevan Foundation
Olwen Evans, Cardiff Council
Shirley Au-Yeung, Chinese in Wales Association
Sin Yi Cheung, Cardiff University
Michael Smith, WLGA
Mike Chick, University of South Wales
Rhys Dafydd Jones, Aberystwyth University
Catrin Wyn Edwards, Aberystwyth University
Becca Rosenthal, Victim Support
Emma Maher, WLGA
Kate Smart, Settled
Claire O’Shea, Hub Cymru Africa
Victoria Winckler, Bevan Foundation
Prof Jenny Phillimore, University of Birmingham
Emmy Chater, Newport city council
Fadhili Maghiya, Hub Cymru Africa
Zuzka Hilton, Welsh Government
Jenna Turnbull, Welsh Government
Jo Wilding, Independent Legal Services expert
Alicja Zalesinska, Tai Pawb
David Rowlands, Tai Pawb
Anne Hubbard, WLGA
Emmy Chater, Newport City Council
Erica Williams, WLGA
Helen Green, Public Health Wales
Joanne Hopkins, Public Health Wales
Jocelle Lovell, Wales Co-operative Centre
Naomi Alleyne, WLGA
Susie Ventris-Field, WCIA
Helen Rose-Jones, Public Health Wales
Rhys Evans, Settled
Christina Fraser, Police Liaison Unit, Welsh Government
Lucy Peates, HM Prison and Probation Service in Wales (HMPPS)
Liz Bowen, HM Prison and Probation Service in Wales (HMPPS)