Information provision messages

Providing clear and age-appropriate information to asylum-seeking children, including unaccompanied children, is crucial to help them understand their rights, the asylum process, and the support services available to them. 

Information provision messages for children during their stay in reception should be conveyed in a child-friendly manner, appropriate to their age and maturity. These messages should be provided gradually, with more details adapted to each child’s circumstances, so they feel safe, informed, supported, and can navigate their new environment with less uncertainty. 

Explain and share information provision materials on rights and duties for children in a way that allows children to ask questions and show that they have understood the information.

General information messages for children (both accompanied and unaccompanied)

Inform children about the following.

• Everyone under the age of 18 is considered to be a child and thus has the right to special protection, under EU law.
• What the best interests assessment is and what it consists of.
• The right to express themselves and the right to participate in decisions that affect them.
• The safety and security measures, including where to seek help, and what actions to take in case of an emergency. 
• Always inform the reception staff if they ever feel lost, wish to leave the reception facility, or do not feel safe and secure within the premises.
• The safety and security risks associated with radicalisation. Formulate the messages in simple ways to include information on:
  • what radicalisation is
  • who might try to influence children
  • how to recognise potentially dangerous ideas and messages
  • what ‘online safety’ means
  • what to do if they do not feel safe (procedures, focal points). 
• Explain that radicalisation could happen to anyone, so immediate reporting is essential. 
• The procedure for reporting any signs or concerns related to radicalisation including who the focal points are (e.g. representative, reception staff or security focal point) and how to contact them.
• The risks related to social media use (e.g. harmful content, online exploitation).
• The risks related to substance and alcohol use (e.g. health risks or safety concerns).
• The available safe area for children to play (both inside and outside the reception facilities).
• The house rules of the reception facility and the right to stay together with their parents or with the adult who is responsible for them. 
• The available reception assistance and support and the role of professionals (e.g. social worker, doctor, nurse, psychologist, legal adviser, interpreter), explaining the support they can provide and how each can help meet the child’s needs. 
• The reception obligations that children and their families must follow and the consequences of non-compliance. 
• The procedure for making a complaint about reception conditions or if anyone behaves inappropriately and the safe, confidential channels available for reporting concerns.
• The available services they could access in reception (e.g. psychosocial support, social and legal support for family tracing and other matters).
  • The available recreational activities organised inside or outside the reception facilities, including how to enrol, the designated focal points and the requirements for participation. 
  • The available activities organised for adolescents inside or outside the reception facility aimed at supporting the development of independent living skills (e.g. budgeting, time management).
  • The contact details of national or child-specific protection helplines, explaining the circumstances under which these helplines can be used (e.g. to report abuse, neglect or any situation where they feel unsafe or in need of support).
  • The available rehabilitation services specific for children (e.g. physiotherapy or specialised rehabilitation programmes supporting recovery from injury or disability).
  • The available psycho-social healthcare services specific for children (e.g. psychological counselling, individual or group therapy or trauma support). 
  • The available child-focused gender-based violence services, explaining who is eligible and how to access them. 
• The right to attend school together with local children. 
  • Explain the enrolment process, the timeframe for registration and the available preparatory language classes, according to national practice. 
  • How to receive help with homework and tutoring and who are the focal points (e.g. reception staff, community leaders or local non-governmental organisations), both inside and outside the reception facility.
  • The available transport options or transport assistance (e.g. for children with mobility issues) in line with national practice, to facilitate access to schooling.  
  • The alternative education arrangements available to children who cannot access the general education system because of their specific situation (e.g. disability requiring home or hospital tuition), in line with national law and practice (where relevant).
  • The fact that a child who turns 18 may continue education without interruption, when relevant.
• The available vocational trainings for adolescents, the purpose of such training sessions and how to access them.
• Any changes to their reception conditions (material support, accommodation access to a representative) when they turn 18.
• The social norms in the host country, including guidance on daily interactions, respectful behaviour and safe ways to manage or resolve conflicts.
• The purpose and scope of the age assessment (only if relevant in the personal circumstances of the child). See more on this topic on the page Age Assessment [updated content forthcoming].

Specific messages for unaccompanied children

Inform unaccompanied children about the following.

• The appointment of a representative or person suitable to provisionally act as representative, including their role, responsibilities and timeframe for their designation. 
• The procedure for lodging a complaint about reception conditions, the staff, the representative or a person provisionally acting as a representative. Explain the safe and confidential process, the staff responsible for receiving and handling the complaint and the steps involved.
• Where they will be accommodated, including the distance to relevant locations (e.g. school) and the means of transportation.
• The family tracing and family reunification procedure, the organisations involved, how the process works and the steps to follow. See more on the page Family tracing and family reunification.
• The safety and security risks, including the possibility that smugglers may pressure or deceive them (e.g. by promising the speedy granting of asylum or fake documents). Explain the potential consequences (e.g. violence, exploitation or putting their safety at risk).
• The relevant non-governmental and international organisations that can provide additional support and assistance to children.

Practical tips

• Adapt the language used with children so that communication is age-appropriate, clear, and comprehensible. Use simple and concrete terms, avoid legal or technical terms unless they are carefully explained. Rephrase or repeat key messages where necessary, use visual aids or examples from daily life to support understanding. 
• Reiterate key information in different contexts and through various methods to ensure children understand it effectively, for example using games, storytelling or role-play.
• Prepare a set of questions to check a child’s understanding of the information provided.
• Create information materials on the prevention of main risks (such as trafficking in human beings, social media use, substance and alcohol use) targeting children, especially unaccompanied children, who are particularly vulnerable.
• Prioritise protection over evidence gathering when a child first discloses possible indicators of trafficking in human beings. Share with the child only the minimum information on a need-to-know basis, helping them feel safe and secure.
• Develop information materials adapted to their age and level of understanding, using clear and simple language, visual aids and interactive formats (e.g. posters, leaflets or short videos).
• Ensure the content is engaging and accessible, helping children understand their rights, available services, and how to seek support when needed.
• Ensure any gender-based violence materials for children are adapted to their age and maturity so that they can understand the information safely and meaningfully, without causing confusion, fear or distress.
• As a preventive measure, address mental health in the mentoring of young applicants by organising information sessions on topics such as healthy lifestyles, responsible use of social media, prevention of radicalisation or substance abuse.
• Provide clear, simple explanations with job examples, use visual materials, communicate in an age-appropriate way, highlight the benefits of vocational courses for adolescents (such as practical skills and greater independence), and guide them step by step through the enrolment process.
• Develop information materials for professionals working with children in reception, offering clear guidance, practical strategies, and resources to ensure accurate and child-friendly communication.