Information provision messages

Share the following information with child applicants in a way that is tailored to their age and level of understanding. Provide it gradually during their arrival. Add more details later during their stay, depending on each child’s needs and circumstances. Always verify that the child has understood the information provided, also by involving the representative where concerning unaccompanied children, or the parents or legal caregivers, where concerning accompanied children.

• In Europe, everyone under the age of 18 is a child and has the right to special protection. This applies regardless of their nationality, status or family situation. If someone is unsure of their age or they have not been identified as a child, even though they believe that they are, they should inform the reception staff.
• This information helps ensure they are treated as children and receive special protection. If needed, provide them with information on the age-assessment procedure. 
• Special protection for children includes: 
  • access to safe, child-appropriate accommodation
  • healthcare and education, the same as it is provided to all child nationals 
  • protection from violence, exploitation and neglect
  • age-appropriate and child-friendly procedures
  • the right to be heard and to participate in decisions that concern them.
• Rights and obligations with a focus on the right to education and the obligations related to schooling, in accordance with the national legislation. They should be informed about school enrolment procedures, timelines and available support services, such as language learning. 
• Who is responsible for their care and whom they can talk to (e.g. reception staff or representatives of non-governmental organisations), if they have any questions or concerns.
• Available services, activities and child-friendly facilities in reception (e.g. leisure activities, healthcare, rehabilitation services).
• What will happen immediately upon arrival (e.g. registration, medical screening, accommodation assignment) and what will happen next (school enrolment, access to specific services and activities)
• The practicalities of life in the reception centre, including: 
  • house rules in the reception facility 
  • daily routines (e.g. meals, quiet hours, school) 
  • available services (e.g. healthcare, rehabilitation, psychological support, child-appropriate spaces and activities, leisure and socialisation activities, vocational training)
• The best interests and well-being of the child are the primary focus in reception and asylum procedures. Children should be: 
  • informed that their safety, development and family unity are priorities
  • encouraged to ask questions and voice concerns
  • explained how these priorities are ensured in practice.
• A special assessment will determine what is in their best interests. Outline the following: 
  • who is involved (officials, guardian, representative or parents)
  • the purpose of the assessment 
  • how their views will be considered
  • the types of decisions that may follow (e.g. accommodation, care, education, family).
• The right to express their views and opinions (e.g. concerns, fears, wishes, preferences) regarding various matters such as living arrangements, school or family matters. Explain the safe and confidential ways they can do this (e.g. talking to reception staff directly or through their parents or representatives, depending on national practice).
• The complaint mechanism available to them, for raising concerns regarding reception conditions (if available), as well as guidance on how to use it. 
• How to stay safe and what to do in case of an emergency or a situation where they feel unsafe: 
  • who they can ask for help and how to contact them 
  • main emergency number (112) and any national or child protection hotlines they can call to report abuse, neglect or mistreatment.
• Available arrangements and services children with special reception needs could benefit from, in and outside the reception centre. 

When providing information to unaccompanied children, in the presence of the person provisionally mandated to act as a representative or a representative, also add the following, depending on their situation.

• (only in case a representative has not been appointed yet) A representative will be appointed, as soon as possible, to assist them and act on their behalf throughout the asylum and reception related procedures. 
• The role and responsibilities of the representative/person mandated to provisionally act as a representative: main contact point for accessing rights and services (e.g. healthcare, education, legal aid). 
• The right to make a confidential complaint about their representative or ask for a change if they feel their best interests are not being considered or the representative is not doing their job properly. Inform the child of any available complaint mechanism and reassure them that anything they share will stay private.
• Available options for accommodation, as per national practice: 
  • they may be accommodated with adult relatives, in foster families, in centres designed or adapted for them
  • they will only be transferred if it is in their best interests (e.g. to be closer to family members, to have better access to education).
• Available services they could access in reception (e.g. psychosocial support, social and legal support for family tracing and other matters).
• Family tracing – who supports them in this process, timing, required information and how can the child support this process. For more information, see the topic 'Family tracing' in the ‘Asylum Procedure’ thematic area. [updated content forthcoming]  
• They might be asked to undergo an age assessment to determine whether they are an adult or a child, so that appropriate protection can be provided. Let them know that: 
  • their representative will assist them throughout the procedure
  • they will receive all relevant information regarding the procedure and can ask for further clarification at any time 
  • (if the age assessment concludes that a person is an adult) the implications for their rights and access to services, including any transfer to another accommodation facility, where necessary. Read more about information provision messages on this topic in the Section 'Age assessment' [updated content forthcoming]. Use the child-friendly information materials developed by the EUAA ('Age assessment for children' animation and 'All you need to know about age assessment’ booklet).

• The possibilities to acquire skills for an independent life help the child take care of themself, gain confidence and prepare for living on their own in the future. Some examples include:

  • managing budget – plan and use money wisely for the daily needs
  • cleaning the space where they live and doing laundry 
  • shopping and cooking simple and nutritious meals.

  Provide examples or opportunities where the child could acquire such skills (e.g. peer support groups, workshops).

• When they are transferred to a new reception facility, their file will also be shared confidentially with the relevant staff at the new location. Explain the following:
  • what type of information is shared - only what is needed for their care and support, such as health, education or special needs
  • why it is important for their care and support – to ensure they continue to receive appropriate care and support
  • their representative has also been informed about the transfer and their care plan.

Click on the accordion above for the EUAA mandatory materials with standard information for accompanied and unaccompanied children.

Practical tips

• Ensure that children are provided with easy-to-understand explanations of their rights, obligations, what to expect in terms of processes/steps and where they can seek help.   Representatives must be involved for cases of unaccompanied children and parents or legal caregivers can be involved in case of accompanied children. 
• Provide information with the support of child-friendly materials, such as animations, videos, brochures or picture stories specifically designed for children. Make sure to use materials adapted to the specific age group of the children. Here are some practical examples. 
  • Help children understand the information by using real-life examples or stories with characters they can relate to. Show the journey of a child who has had similar experiences to make the information easier to connect with and remember.
  • Create a simple welcome kit that includes child-friendly materials such as a visual map of the reception process, a basic timeline of what will happen and key contact persons. 
  • For young children, try to use interactive methods like storytelling or role-play to highlight key information such as where they will sleep, where they will eat and what to do if they need help.
• When sharing information with unaccompanied minors, do so with the support and presence of their representative. Provide a private space where they can talk about sensitive topics or concerns. 
• If the child has another vulnerability or an identified special reception need, make sure to adapt the content of the information in line with this situation. This applies both in terms of the methods used to convey the information and the tone. For children with mental disabilities, ensure the presence of trained staff who can assist in the explanation process. Provide extra time for children to ask questions and express concerns.
• Create a safe and welcoming space that encourages children to ask questions and express their opinions. This can include Q&A sessions or a question box where they can ask anonymously. Remind them often that they can always ask for clarification, using prompts such as ‘Is there anything you’re not sure about?’ or ‘Would you like me to explain this more or give an example?’