▼I need to understand / Be more independent

Things that children find difficult:

• They feel uncertain and anxious when they do not understand what is happening and are not informed about the progress of their application.
• There is a lack of information available about what happens at each location, the role of personnel they meet and their own role within the application process.
• Facilities and information for children are scarce or non-excisting.
• It is difficult to wait for a long time.
• Anxiety generated by the uncertainty of their application being accepted or rejected.
• Experience of anger, fear and resignation when thier application is rejected.

Things that children and others suggest would improve the children's well-being:

• Even and frequent delivery of information is essential, even when there is no news or change in application status.
• Service providers are important in providing information.
• Places with children's facilities and toys contribute to a more memorable and positive experience for asylum seeking children.
• The school plays an important role in providing information for both children and parents.
• While it is important that the children are informed, they should not be made responsible for the dissemination of information to their parents.

▼I need to feel like I have a home

Things that children find difficult:

• Being hungry, tired and cold during their first 24 hours in Iceland.
• Dirty rooms and limited resources in the reception centre cause distress.
• They experience loneliness and fear in the reception centre in Bæjarhraun.
• Lack of toys and a space to play makes waiting, and the uncertainty they feel, even worse.
• They feel trapped if they live in remote places or if there is limited access to transport.

Things that children and others suggest would improve children's well-being:

• Clean housing where there are beds for everyone.
• Access to food immediately upon arrival in the country.
• Access to toys and places to play indoors and outdoors.
• Children who have siblings of a similar age are often better off as they have playmates.

▼I need more activities / To feel less lonely

Things that children find difficult:

• Understanding the language in school and getting help from adults.
• Not being allowed to practice sports or participate in other activities outside school.
• Learning the Icelandic language.
• Having few opportunities to learn Icelandic and educate themselves, particularly for children over the age of 16.
• Making Icelandic friends.

Things that children and other interviewees suggest would improve children's well-being:

• Starting school as soon as possible as children generally feel good at school.
• Access to activities and subjects that do not depend on language skills (Icelandic) as children become distressed if deprived of such pastimes.
• Having something to do after school and on weekends.
• Having friends of foreign origin.
• Facilitating friendships with Icelandic children.
• For older children, courses such as Dale Carnegie and a gym membership are examples of important learning opportunities and constructive activities.

▼I need to see a doctor

Things that children and parents find difficult:

• They endure fear, anxiety and pain if there is limited or no access to health care.
• They feel insecure if their first opportunity to meet healthcare providers is at the obligatory medical examination, as sometimes health care is needed sooner.
• Excessively long waits for health care can cause worry and even harm, such as when waiting for the service provider to refer you to a health care clinic. As the medical condition could escalate in the meantime.
• Uncertainty regarding the childs rights to health care.
• Abnormal responsibility is placed on children who have sick parents.

Things that children and others suggest would improve children's well-being:

• Where access to social services is good, for example through social media or emergency phone numbers, the provision of health care is better.
• Information about access to health care after hours would help parents feel more secure.
• Direct access to health centers and information on how to obtain these services would improve children's safety and simplify the work of service providers.
• Home care for sick parents is important to the children.
• Access to psychological assistance helps children significantly, especially if they have no one else to talk to.

▼I need care if I'm unaccompanied

Things that unaccompanied children find difficult:

• Feelings of fear, insecurity and hopelessness when care is unavailable.
• Lack of an essential adult that can assist with daily activities and the application process in cooperation with the child.
• The inadequacy of information regarding their application process at any given time.
• Concerns about the nutritional value of their diet and the unavailability of good food.
• Lack of education and language courses cause concern about missed learning opportunities limiting their independence.
• The absence of activities.
• Concerns about family and lack of assistance with family reunification.
• Worries about their future.
• Negative and difficult changes to their status when they turn 18.

Things that children and others pointed out would improve children's well-being:

• Good collaboration between social workers and children would increase confidence and opportunities for learning, leisure, foster care and other resources.
• It enhances a sense of independence and self-esteem when the child feels as an active part of the social worker's tasks.
• Foster families greatly enhance the children's opportunities to understand the application process and Icelandic society. They relieve the stress of waiting and help prepare for the future.
• Warm and nutritious food is important to children and reduces loneliness.

▼I need to protect my child

Things parents find difficult:

• Concerns about their children's well-being and struggling to protect their children from the stress of the application process.
• Discomfort due to inactivity and being without work, activities or friends.
• Lack of consultation during the application process.
• Worries about their children’s future.
• Feelings of fear, hopelessness and helplessness towards the application process.
• The lack of information regarding their rights and obligations.

Things that parents and others point out would improve children's well-being:

• Good access to services and information would help parents to fulfill their roles within the application process.
• Activite parents are better suited to deal with waiting and uncertainty.
• Happy parents are good parents.

▼Work process

The work process is divided into five main components:

1. The first part of the project is the mapping of the asylum seeking process. The core insight is based on information provided by children that have or where currently applying for international protection, alongsight reflections from parents and major stakeholders. In this way, a realistic picture is drawn of the children’s experience and the experience of those who use and operate the reception process.

2. After mapping, we identify the problems most children experienced that indicate the challanges that need to be addressed when assessing the best interests of children seeking asylum.

3. Once the key concerns have been defined, they are presented to the stakeholders which are then asked to address them and design appropriate solutions. We focus on the issues that the children themselves consider most urgent to deal with. This prevents different stakeholders from identifying problems from their own point of view, as this could present problems that are a reflection of the organization itself and not the issues that the children themselves experience. The solutions are eventually evaluated and modified by the children.

4. The next step is to test the solutions on a small scale, to see how well they work and to take appropriate steps to improve them. Thus, testing is fundamental in verifying both the problem and the solutions, and making informed decisions about changes to the system that improve the situations of most people within it.

5. If tests show a positive result, a plan for permanent changes to the reception process can be proposed.

▼Implementation

LISTENING TO THE CHILDREN

In the beginning of 2019, UNICEF and Grallaragerðin met with 31 children and young adults and discussed their experience of applying for international protection in Iceland. A journey mapping method was used, where the children’s journey upon arrival in the country was created with the help of paper, markers and emoji’s to symbolise their emotions. The children were between the ages of 7 and 18, and were joined by young adults over the age of 18 who had arrived in the country as children. All of the children resided in Reykjavik and Hafnarfjordur. Unfortunately we did not speak to children living in the third municipality that receives asylum seekers, Reykjanesbær, due to time constraints. We included in our research the results from a focus group of unaccompanied children held by the Red Cross during the same time period, as well as interviews with six unaccompanied children collected as part of an MA research study by Eva Björg Bragadóttir at the University of Iceland. Comparing results from other sources proved a valuable accompaniment to our work as it provided an opportunity to verify the journey mapping method we completed. The results of the interviews were quite similar and we therefore infer that the methodology of the project is justified. In addition, interviews were conducted with stakeholders describing the application process and their involvement in the reception process. It also provided important information that could be compared to the children's experience.

MAPPING THE PROCESS

The children's path through the reception process was mapped visually, from the airport or other point of arrival, to a residence permit or deportation. Emphasis was put on the first stages of the process, highlighting the importance of these first points of contact in a new country and how the start can affect everything that follows. Through the mapping process it is possible to gain a better understanding of each of the parties involved in the reception, so as to ensure that they are all participants in the project's conceptual work and that they are aware of the work that is being done. The visual map of the process can be used to disseminate information on the role of different stakeholders and also presented as child-friendly information about the reception process.

WORKSHOPS WITH SPECIALIST

In workshops we asked specialists in the reception of children from all relevant stakeholders to solve the challenges that the children had described. The solutions were generated during two workshops held on 26 March and 10 April 2019 at the Icelandic University of the Arts. A total of 36 experts from 16 different stakeholders participated. The main focus of the workshops was to present the perspectives of children who come to Iceland, to create sympathy, give people the opportunity for conversation and finally to develop solutions.

FEEDBACK FROM CHILDREN

After the workshops, we created visuals of these solutions and presented them to the children. We put models and descriptions of the solutions on display in the lobby of Bio Paradis (cinema). In groups, the solutions were described in the children's native languages and they then gave their feedback and were asked to choose the solutions that they thought were best.

▼Methodology

HOME follows the methodology of human-centered design where users participate in the process of improving services for effective reform. Given the fact that the project is aimed at children who in many instances do not spend a long time in the country, it is important to find ways to respond quickly to problems within the reception process. Few Icelandic studies exist in this area and the nature of this research is such that the results are available long after the child needs assistance. Human-centered design is useful when a quick response is needed. In order to get the most comprehensive picture, it is also important to talk to parents and young adults who have past-experiences of the process.

The project was inspired by ’A holistic reception’ a project developed by Fornyelse Labbet, SVID (Swedish Center for Industrial Design) and UNHCR in 2018.

▼Further reading: Administrative challenges

When speaking to professionals within the asylum system, it became clear that they felt uncertain about their responsibilities to protect the child’s privacy, and when it was appropriate to share information about children with other stakeholders. One example of this was when the child protection authorities asked the immigration authorities for an estimate of the length of a child's stay in the country. At first glance, this may seem like a reasonable question, however considering the child protection authorities’s duty to provide the child with services regardless of his or her legal status, and in accordance with the best interests of the child, it is clear that such information could result in discriminatory practices. For sensitive personal information, so-called ‘firewalls’ need to be in place in the asylum process where it is clear what information is shared and what is not shared. 1 (p. 13 and 58-62)

In almost all the interviews with stakeholders, they mentioned that the roles of different stakeholders are not clear. There were examples of children who needed assistance but did not receive any, as it was not clear who was responsible. It was noted that there is a lack of monitoring of the overall reception process and that no single person or office is responsible for coordinating the involvement of different stakeholders in the child's journey through different systems. The HOME project takes a holistic view on the reception process where different stakeholders need to come together and work in unison.

In small systems, such as in Iceland, each individual has a great impact especially when norms, rules and guidance are missing. In the interviews with stakeholders, it was repeatedly stated that the views and opinions of staff mattered a lot to the outcome. Procedures need to be improved, however it is also important to provide education and support as well as to set clear policies and monitoring protocols. It is important that the entire process is monitored by experts within the field.

▼Read more about the ‘Reception home for unaccompanied children’

Description:

The reception home is a special resource for unaccompanied children and young people. It is run by child welfare authorities and aims to safeguard the interests, safety, welfare, well-being and development of children. It is important to start immediately preparing the next steps in the child's life, whatever they may be. In the reception home there is always an adult on site and rules apply as in a normal home. The children receive life skills training. Cooked meals are served in the evenings and regular events are scheduled each week. Everyone gets a voice but has to follow the rules. On the upper floor of the building, the Children's House interview takes place and the house is within walking distance to school, swimming pool, library and gymnasium.

A home with such care enhances the confidence of the children seeking asylum and ensures integration into the community. A safe and happy child contributes to a happier community. The central idea is to bring services to the children. Interviews and life skills training are conducted in the house, but everything else takes place within the community. The accommodation is age and gender specific as required and children get their own private room.

Unaccompanied children are sent to the reception home immediately upon arrival (4 - 6 persons), with access to 24 hour services and access to specialists when needed. Children get a foster family and the foster families receive guidance. The children are guaranteed education or work, as well as leisure activities.

Suggested changes:

• Ensure food and rest upon arrival.
• The first interview should be solely to identify the person and to assess whether he or she is eligible for the reception home.
• Comparable services for 15 - 16 years, 16 - 18 years, and 18 - 21 years should be established with separate living spaces.
• Ensure that similar services are available to all genders.
• Secure foster care for all children, as stipulated by the law.
• Place unaccompanied children under a single child protection committee to ensure non-discrimination in service.
• Provide a minimum standard of child protection services for unaccompanied children.
• Establish procedures and ensure active, informed supervision of higher authority within the system.
• All stakeholders should work together in the reception home.

Stakeholders are the Ministry of Justice, the Ministry of Social and Child Affairs, municipalities, health care, child welfare authorities, educational authorities, the police, child advocates and the Immigration Office.

The benefits of these actions would be increased efficiency for the Directorate of Immigration and child protection, which would result in faster procedures and less spending in the long term. This would help all service systems, such as the police, educational authorities, sports and leisure activities, primary and secondary schools, etc.

What can be done right away!

While waiting for changes to take place, these steps can be taken in order to tackle the most pressing challenges right away.

1. Ensure food and rest on arrival: Nutritious food should be made available immediately upon arrival at the reception center in Bæjarhraun. No interviews should be held during night time. Rest, nutrition and health care should be provided before the police interview a child.

2. Care in Bæjarhraun: Hire an employee to supervise unaccompanied children at Bæjarhraun and manage the child’s daily activities, assisting them with food preparations and daily communication.

3. Services for 18 to 21 year olds: Ensure young people from 18 to 21 years of age continue to have similar services as are available to unaccompanied children.

4. Nutrition: Give one hot meal a day where the children can cook in collaboration with an employee.

5. Foster families: It is the duty of the child welfare authorities to always apply for foster care on the child’s behalf.

6. Learning and leisure: Provide all children with activities and educational or vocational training.

7. Supervision: Establish effective monitoring within the Government agency of child protection services and recruit a specialist in the affairs of asylum-seeking children.

▼Read more about ‘Against loneliness’

Description:

Against loneliness emphasizes leisure and recreation for children to eliminate feelings of loneliness and anxiety after school hours and during school holidays. Furthermore it ensures that leisure activities are available before enrolment in a school. All children should be offered the opportunity to participate in activities that suit their area of ​​interest and connect with the community on an individual basis. Emphasis is placed on hobbies and leisure and on creating customized solutions for each child, for example, with increased intimacy with animals. The aim is to ensure equal opportunities regardless of place of residence and it is important that the service team provided by local authorities share their experience.

The project will help prevent mental problems and combat xenophobia in the society, as well as create personal relationships through hobbies. In order to increase leisure options and introduce children to new opportunities, interest assessments can be applied or children can be encouraged to try two to three leisure activities.

Suggested changes:

• Ensure the right of children to leisure in laws and regulations and equal opportunities regardless of place of residence.
• Provide children with leisure opportunities before school enrollment.
• In agreements between the Directorate of Immigration and the municipalities, the duty of municipalities to provide cultural and leisure activities needs to be clear.
• Find out what leisure activities might be appropriate for each child through the application of interest assessments.
• Allow children to try different leisure activities.
• The length of stay of each child should not influence their access to leisure activities. Everyone should be able to find something to their liking.

The stakeholders are municipalities, sports clubs and art schools.

These actions provide benefits for sports clubs, music schools and the community as a whole, where unexpected talent and diversity can strengthen their activities. For children these activities provide more opportunities to get acquainted with Icelandic culture and begin integration and can directly improve children's mental health.

What can be done right away!

1. Create a consultation platform with the municipal service teams.
2. Make the right of children to leisure clear in regulations and agreements of the Directorate of Immigration with municipalities.
3. Offer activities for children during school holidays. School holidays can be a concern for children seeking asylum. They do not have the opportunity to travel, visit relatives or have hobbies. Some of them also live in small houses. There is an opportunity to increase cooperation between municipalities and non-governmental organizations such as the Scouts.
4. Offer children leisure activities from day one regardless of service provider.

▼Read more about ‘Healthcare for everyone’

Description:

Today, healthcare for asylum seeking children in the capital area is in the hands of the outpatient ward for disease control and prevention. This ward is responsible for administering health assessment on asylum seekers and issuing health certificates, which is a prerequisite for children's enrolment in school. In “Healthcare for everyone”, health care clinics in the capital area open their general services for asylum seekers who are immediately informed on their rights and how to access services. At the health clinic there are opportunities to develop education for parents about nutrition, domestic violence, etc. and the possibility of offering psychological assistance.

The stakeholders are the Ministry of Health, the Ministry of Justice, the Ministry of Social and Child Affairs and the Immigration Office. Also involved are the Healthcare Center, the Red Cross, applicants for international protection and service teams in Hafnarfjörður, Reykjanesbær and Reykjavík.

The result of these changes would be that all healthcare staff learn how to use interpreting services such as Language Line. Positive attitudes towards diverse groups would increase. This reduces the likelihood of serious problems arising and as a result reduces the burden on other service providers. In line with this, positive media coverage could be promoted.

Suggested changes:

• Health authorities should ensure equal access to health care for all children.
• The Healthcare clinics in the capital area should fulfill their agreement with the Directorate of Immigration, which provides for general access to health centers.

What can be done right away!

1. Create a process whereby the Directorate of Immigration disseminates information and follows up on people’s experiences in the first weeks to ensure that children and parents receive the necessary health services. At the beginning of the process, police and the Directorate of Immigration should provide clearer information on the applicants' right to health care and where to avail of these services. During interviews a follow-up should take place. The same should be done when asylum seekers are transferred to municipal services.
2. Educate healthcare staff, especially reception staff, on the rights of applicants for international protection and conduct training courses on the use of interpreting services such as Language Line.
3. It must be ensured that all healthcare staff know the rights of asylum seekers and know the relevant procedures. Information packages or courses for frontline staff should be put together in conjunction with training for all staff on interpreting services.
4. Removing the barriers that face applicants as a result of social security numbers. Some have pointed out that the lack of a social security number is what prevents people from getting services. If the special social security number provided for foreigners would be coordinated to a single number, those numbers could easily be used to track the arrival of applicants in the health service. Temporary social security numbers should also be issued instead of social security numbers for foreigners.

▼Read more about the ‘Information Center’

Description:

The ‘Information Center’ is both an information center and a migration center. There is an electronic information service, information officer, Icelandic parenting course, playground and day care for children in the same place. The goal is to increase information flow, reduce social isolation and uncertainty, improve mental well-being, simplify the system and facilitate waiting for young children. Information centers are important in catering to the experiences of children and their parents while they navigate the uncertainty of their situation and their lack of knowledge of Icelandic society which can lead to feelings of anxiety and helplessness.

The site meets an important need for community information and the rights and obligations of applicants. It increases the efficiency and relief of other members of the system, creates jobs and reduces prejudice. The site has a positive impact on the integration of applicants, which is subsequently positive for society as a whole.

Interested parties are applicants, ministries, municipalities, the Immigration Office, the Red Cross, as well as volunteers.

Benefits could be realised by utilizing the premises for other projects and linking children seeking asylum to new activities. You could set up such a test center for example in Hafnarfjordur, which aims to become a child-friendly municipality.

What you can do right away!

• Child-friendly information: Create child-friendly information about children's rights in Iceland and the application process.
• Professional Training: Strengthen the knowledge of those who work within these centers on the rights and obligations of applicants for international protection.
• Utilize Libraries: Create an information point in municipal libraries where children and parents can access information on the community, leisure, transportation, rights and obligations on their own terms.

▼Read more about Children's Art Creation

Description:

The aim of ‘Children’s Art Creation’ is for children who apply for international protection to get to know and share information as a way to breach their isolation and combat insecurity and anxiety. A children's band should be established and children's art exhibitions held. It will be important to invite Icelandic children to participate. Art classes should be established within the system and external art schools and institutions should also play a role. Securing a space and employees for these classes is an important next step in this process, and renowned artists should be involved where possible. A trial run will take place after the school calendar ends in the spring, e.g. 5 days after the week of the 13th to 16th.

This art program will have a positive effect on the well-being of the children and their parents and will open up dialogue between cultures. The aim is such that education will be available to children upon their arrival in the country and would ensure their engagement from the outset of their stay in Iceland. Art creation is unhindered by language barriers and promotes mental well-being and social connection. Participation in such classes increases the likelihood of a positive attitude during waiting periods, as well as helping children to adapt to their new environment. As an example, we suggest that the project should be linked to friendship projects in schools and in this way then be linked in with the activities of leisure and social centers. The project aims to generate good memories for the children, however care should be taken as this can also lead to disappointment when the process concludes and the relationship ends.

What you can do right away!

• Summer courses: Ensure children's access to summer courses in collaboration with local authorities and develop custom summer courses for this group in July when other courses are not running.
• Collaboration: Seek collaboration with art schools and art teachers in project development.

▼Read more about ‘Outdoor Life and Friendship’

Description:

‘Outdoor Life and Friendship’ is a social project that builds bridges and facilitates friendships and communication between children and young people. This can be organized indoors and outdoors, e.g. with hikes and outings where the children support each other and work together to cultivate friendship and understanding through play and work.

The strengths of this project are that it provides the opportunity for informal learning of Icelandic culture and language while offering the children a sense of freedom, connection to and knowledge of nature, togetherness and connection. The project aims to reduce isolation, increase activity and to introduce children to new cultures and new places. This project would benefit from collaboration with youth movements active in Iceland such as, for example, the Scouts and/or Hitt Húsið. The first step in this project should be to test the project in a single place once a month and review the experiences of the children after the trips. A smaller version of the project should go to places that allow for movement and activity, e.g. a trampoline park.

The parties involved are municipalities, the Scouts, aid forces and tourism companies.

It can be expected this project will benefit the Scouts and other clubs and organisations by introducing new members to their activities and broadening the skill base and diversity of these groups.

▼Read more about ‘Hand in Hand - Support Families for Applicants for Protection’

Description:

‘Hand in Hand’ is a volunteer system where applicants can choose to pair up with a friend or support family who can help them within their daily life or provide companionship. This system could also include counseling and instruction on navigating Icelandic society. This is an important task because it reduces isolation and marginalization, increases social integration and builds self-confidence through experience.

The application process and education materials for the project can be digitally administered, however communication needs to be delivered in person and foster mutual friendship. It may prove difficult to attract volunteers to be involved in the first instance and it is suggested that people who have experience of living outside of their home country, such as Icelanders who have lived abroad or foreigners who have moved to Iceland, should be approached to take part.

In order for the idea to be effective, one party is needed to take charge of this system. Collaboration would be possible with other institutions such as the University of Iceland. Costs would be marginal when compared with the benefits to those involved. Volunteers and families in search of protection can attend courses and receive introductory video tutorials tailored towards the needs of both adults and children. After this, an employee would need to keep track of volunteers and look after them.

The concept is fairly clear as an understanding of the role of a support family is already known within the Icelandic community and it is therefore considered broadly feasible. Obstacles might be experienced when assessing support families and finding people to pair up with families in need of support. It is important to conduct frequent follow-ups with all of the parties involved so that the project is as effective as possible.

▼Read more about the rights of children on the move

The project HOME is based on the third article of the Convention of the Rights of the Child, which requires authorities to assess and prioritise the best interest of the child. The third article is one of the fundamental principles of the treaty, along with a child's right to life and development, the right to be heard and right to non-discrimination. The article states that "the best interests of the child shall always be given priority when social, public or private, judicial, government or legislative measures are taken." The child’s best interest is thus one of the basic elements of the reception of children who apply for international protection and is all at once a right, a principle and rule of procedure.

However, human rights are more than a legal text. All decisions and procedures need to consider the child’s best interest in order for children to actually enjoy their human rights. This means that all decision makers need to assess what is best for the child in a formal way, and prioritize his or her interests. The government is encouraged to formalize such an assessment and ensure that experts in children's affairs are involved in the assessment. Among other things, the assessment should cover wellbeing, development, identification, safety, equality, education, health care, sensitive status, care, the child views, family and family reunification.

Assessment of the best interests of the child should be carried out at all stages of the reception process. On one hand, to evaluate what services the child needs and on the other hand for the decision on protection. It is important to understand how these two aspects of assessment work together. In fact, one can say that one cannot work without the other, ie. it is not possible to assess whether it is best for a child to stay in the state in question unless, on the basis of an assessment by the parties involved, the child's interests. Furthermore, it is impossible to make decisions regarding a child based on an assessment of what is best for the child, without such an assessment being part of a decision on refusal or protection.

▼Limited information obscures the reception process and very little is done to explain it to children

Upon arrival in Iceland, many children said they were afraid of police and other government officials because of negative past experience. It is important to build trust with the authorities and provide clear and useful information for children to understand their position. The children experienced uncertainty and insecurity because they did not know what would happen next in the process or when. It is therefore important to inform children about the reception process and strive to make the timeline of the process clearer from the beginning. There is a great lack of child-friendly material and child-friendly facilities where information is provided efficiently. Places that did have some child-friendly facilities, such as toys, were fresh in the children’s memory and their experience became more positive. The children experienced a lot of waiting and found that specially difficult. There was also a lack of preparation and assistance for children who were denied protection.Therefore, it is important for children to have access to appropriate toys, entertainment or leisure, along with child-friendly information and support throughout the whole reception process.

▼Facilities unacceptable and restrictive in daily life

The majority of the children described being hungry, tired and cold for the first 24 hours in Iceland. When their living arrangements were remote and there was a lack of toys and playgrounds, the children expressed loneliness. Most of the children stated that the first rooms they stayed in were dirty and incomplete. They remembered being very tired when they needed to help clean the room upon arrival, even at midnight. Then it was important to the children that it was a sleeping place for everyone in the family, but it had not been in every case. Most often, housing by the municipalities turned out to be better. Providing nutritious food immediately upon arrival, as well as ensuring adequate housing conditions, could increase children's well-being during the first 24 hours and build the necessary confidence.

▼Lack of functional remedies both before and after school starts

Children experience loneliness in Iceland and describe a lack of guidance and assistance from adults. They expressed great interest in school and school, but did not feel that adults would meet them at school. They felt that the responsibility for school integration was placed on the shoulders of other children of foreign origin. There was a difference between municipalities regarding invitations to leisure or other activities, since children living in Hafnarfjörður were not invited to do so. It is important that children in these situations have something to do outside of school. Oftentimes there are difficult situations in the home where the application process is very tedious and it relieves situations when the children are thinking about other things. Most of the children expressed great interest in learning Icelandic and spoke about the importance of the language both socially and in education.

▼Difficulties with access to health care

Parents expressed concern about access to health care. Health services could only be obtained through social workers, but access to them varies by municipality. Furthermore, it does not appear clear where applicants for international protection in Reykjavik and Hafnarfjordur should apply for such services. The Immigration Agency's agreement with the Capital Region Healthcare provides access to public health centers, but in practice, only the outpatient ward in Mjódd is available. Limited access to health care had the effect that sometimes health problems became much more difficult and required more complex interventions than if they had failed immediately. In addition, it would have far-reaching positive effects on increasing access to health care facilities, including accelerating epidemiology, which is a prerequisite for children's education. In addition, children who had experienced severe parental illness indicated that they had received little support.

▼Lack of care and support for unaccompanied children

Unaccompanied children come to the country without their parents and are therefore in charge of child welfare authorities. There was a difference in the experience of unaccompanied children depending on when they came to the country and whether they turned 18 during the application process. Before changing the law on foreigners, unaccompanied children were placed in the custody of child protection and lived in housing on their behalf or with a foster family. Children who arrived during that period experienced great support from their social workers and foster parents. Good co-operation between social workers and children increases confidence and increases opportunities for learning, leisure, foster care and other resources. However, they found it difficult to come to the country and to establish themselves in a new community and the requests and refusals in the application process were too much of an issue. But with support, they got through the process. Children who came after the entry into force of the new law experienced a different reality.

The new law allows children over the age of 15 to be housed in the Immigration Office's premises at Bæjarhraun in Hafnarfjordur. It is the view of both children and professionals in this field that conditions in Bæjarhraun are unacceptable. The children experienced fear, insecurity and hopelessness because they lacked all care. They expressed a desire for important adult partners to assist them with daily activities and the application process in collaboration with them. It increases the sense of independence and self-esteem when the child is an active part of the application process, including in the spokesman's work. The children experienced a great lack of information about the application process and the situation at each time, as well as information about the community. They received weekly allowance and were expected to shop and cook food themselves. They expressed regret if good food and worries about poor nutrition. Hot and good food is important to the children and reduces loneliness.

This group often lacks education and language teaching which causes them to miss out on learning opportunities and limited independence. Then they experienced a great lack of activity and they had not offered a fetus. Foster families greatly enhance the children's opportunities to understand the application process and Icelandic society. They relieve the stress of waiting and help prepare for the future. Concerns about their own families were high on the children, but some expressed a lack of family unit support after protection was provided. In general, those who were still in the application process were very concerned about the future and did not receive assistance in preparing the future. Negative and extremely difficult changes occur at the age of 18. Then it is considered that the child has become an adult and it is moved to worse resorts with adults.

▼Parents are concerned about their children's well-being and future

Parents expressed great concern about the well-being of their children. Most of them felt they were struggling to protect their children from situations, especially when the family lived in the same housing as other applicants. Parents were idle, experienced great distress, and lacked information about their rights and obligations. Some had experienced a lack of consultation with them because of the children and most people experienced fear, hopelessness and helplessness towards the application process. Good access to services and information helps parents to fulfill their role well. Greater activity by parents helps them cope with waiting and uncertainty.