A Ukrainian teenager who fled the war in her homeland has been forced to leave a British sixth form college after staff repeatedly suggested she should study the Russian language because of her background.
College Staff Insist on Russian Over Ukrainian
The student, 17-year-old Kateryna Handziuk, arrived in the UK as a refugee following Russia's full-scale invasion of Ukraine. She enrolled at St Charles Catholic Sixth Form College in west London in September 2024, aiming to pursue A-levels that would secure her a place at a British university.
Despite expressing a clear desire to study her native Ukrainian language, college staff, including a senior teacher, consistently directed her towards Russian classes. Kateryna reported that during multiple meetings, she was told her "Slavic background" made Russian a more logical and useful choice. This pressure persisted even after she explained the profound personal and political implications of studying the language of the invading force.
A Decision Forced by Distress and Principle
The situation culminated in Kateryna making the difficult decision to withdraw from the college in December 2024. She described the experience as deeply upsetting, stating it made her feel unwelcome and profoundly misunderstood. "It felt like they were dismissing my identity, my country's struggle, and the very reason I am here," she said.
Her mother, Natalia Handziuk, supported the decision, emphasising that the family did not flee war only to have their daughter pressured into studying the language and culture of the aggressor. The college has since stated it is reviewing its procedures and remains committed to supporting all students.
Broader Questions for UK Education and Refugee Support
This incident has sparked a wider conversation about the support systems for Ukrainian refugees within UK institutions. Advocacy groups have highlighted the need for greater cultural competency training for staff in schools and colleges. They argue that understanding the trauma of displacement and the context of the war is crucial for effective integration.
Furthermore, the case raises questions about language offerings in the UK education system. While Russian is more commonly taught, the availability of Ukrainian is extremely limited, potentially leaving refugee students without academic pathways to maintain their linguistic heritage.
The Handziuk family's experience serves as a stark reminder that true support for refugees extends beyond providing shelter and must include respect for their identity, history, and personal agency. As Kateryna seeks an alternative college placement, her story underscores the ongoing challenges faced by displaced students navigating a new educational landscape.
