Ensure access to leisure activities for children, including age-appropriate play and recreational opportunities, as well as open-air activities within accommodation centres (Article 26 RCD (2024)). The need to provide school materials for children. Participation in such activities provides multiple benefits, supporting the applicant’s mental and physical well-being, facilitating language and cultural adaptation and promoting social inclusion. It strengthens interaction and cooperation between applicants and the local community, fosters mutual trust and contributes to a supportive and inclusive environment.
Regarding the adults, the EUAA Operational Standards and Indicators on Reception including Vulnerability-related Aspects, 2026 set out in Standard 71 (p. 106) (Section 3.6. Applicant’s involvement in areas that affect their daily life in the reception facilities) the need to ensure that applicants are able to actively participate in activities within the accommodation facility, including social, cultural, and recreational activities.
Moreover the EASO Consultations with applicants for international protection on mental health, 2021, states on page 47 that ‘applicants would appreciate information on general topics such as recreational activities, opportunities to do sport, etc’. The study highlights that providing opportunities for applicants to engage in daily routines and activities, thereby feeling 'useful' and making better use of their time in reception facilities, is a good practice to mitigate risks associated with critical incidents.
Information provision messages
Inform applicants about the following.
- The array of social, cultural and recreational activities available both within and outside the reception facility. Inform them whether they are organised in collaboration with municipalities, non-governmental organisations, local communities, volunteers and/or other stakeholders.
- (For activities organised outside the reception facility) the type of activities organised, means of transportation and schedule, the pick-up/drop-off points and accessibility arrangements (e.g. for persons with reduced mobility).
- Where and how information about current activities and events can be accessed (e.g. through an info point, dedicated websites, non-governmental organisations) including cultural activities organised by the host community (e.g. local television, radio).
- The importance and benefits of participating in recreational, cultural and social activities. For example, how it supports well-being, fosters social interaction and inclusion and promotes mutual understanding among applicants with different backgrounds and the host community.
- How they can participate in the organisation and/or facilitation of recreational, cultural and social activities. In addition, how they can support reception staff in planning and implementing such activities.
- Programmes aimed at facilitating integration between applicants and the host society.
- How they can be involved in volunteering programmes and the benefits of such activities (e.g. promoting social inclusion, gaining new skills and strengthening their sense of participation in the host community).
- The available channels for providing feedback on recreational, cultural and social activities (e.g. evaluation forms, suggestion boxes, meetings with staff).
- The recreational, cultural and social activities organised specifically for children, both indoor and outdoor and the importance of attending such activities (where relevant).
Practical tips
- Ensure applicants understand that everyone is welcome to participate in the activities. Explain that discrimination is not tolerated during recreational, cultural and social activities.
- Ensure that cultural mediators, interpreters, reception staff and non-governmental organisations (where applicable) help people overcome language barriers and support participation.
- Engage applicants in the organisation and/or facilitation of recreational and social activities, both inside and outside the facility, under the supervision of reception staff. Make sure this engagement takes into account the needs and interests of the community.
- Conduct civic education sessions in a way that reflects the applicants’ specific communication needs, real-life situations and sociocultural background. Include practical components (such as field visits to relevant historical sites) to help applicants actively apply the knowledge they gain.
- Promote the involvement of applicants with special needs in activities. Provide information on whether the setup accommodates their participation in specific activities, considering factors such as mobility and age.
- Tailor information to reflect the diversity of activities available in each reception facility location and its specific characteristics.
- Promote equal participation in recreational, cultural and social activities by actively encouraging both men and women to take part. Ensure that activities are gender-inclusive, accessible and scheduled at times suitable for all participants.