Ukrainian schools in the United Kingdom are far more than extra language classes.
They have become spaces where communities are formed, cultural memory is
preserved, and a new generation of Ukrainians is supported as they grow up
between two countries and two education systems. The story of these schools
begins immediately after the Second World War and continues especially vividly
after 2022, when tens of thousands of new Ukrainian families arrived in Britain.
Origins: Ukrainian Schools after the Second World War
After the Second World War, a significant number of Ukrainian displaced persons
settled in the United Kingdom. In the late 1940s and early 1950s, the first Ukrainian
Saturday schools and preschool groups began to appear within the newly formed
communities. They became the foundation for the development of Ukrainian-
language education in the diaspora.
The Association of Ukrainians in Great Britain (AUGB) played a major role in this
process. Ukrainian studies schools were opened at its branches in various cities −
Bradford, Bolton, Manchester, Nottingham, London, Wolverhampton and others.
Some of these schools existed for only a few years, while others worked for
decades, passing the language and culture on to the children and grandchildren of
post-war emigrants.
The coordination of Ukrainian supplementary education across the UK is supported
by the Association of Ukrainian Teachers in Great Britain (AUT), founded in 1955 as
an autonomous organisation within the structure of the AUGB. The AUT’s mission
encompasses three core functions: promoting the teaching of Ukrainian language,
literature, history and geography among children of Ukrainian descent; setting
curricula and providing educational support to the network of community schools
across the country; and providing a forum for teachers to share experience and
materials (Association of Ukrainian Teachers in Great Britain, 2025).
The roots of organised Ukrainian teaching in the UK stretch back to 1955. By the late
1960s the AUT had nearly 250 members, reaching a peak of almost 280 in the mid-
1980s. However, by the 2017–2018 school year, only five Ukrainian supplementary
schools remained active across the entire country − in Bradford, Coventry, London,
Manchester and Nottingham (Ukrainians in the UK Online, 2024). The events of
February 2022 would transform this picture entirely.
One of the best-known examples is St Mary’s Ukrainian School in London. It dates
back to the 1950s, developed under the patronage of AUGB, and later became one
of the most important Ukrainian educational centres in the country. Thanks to such
schools, the Ukrainian language and traditions did not disappear by the second or
third generation in the diaspora but remained alive and active.
After 2022: A New Wave, New Schools
Russia’s full-scale invasion of Ukraine in February 2022 fundamentally transformed
the scale of the Ukrainian presence in the United Kingdom. By July 2024,
approximately 210,000 individuals predominantly women and children − had arrived
in the country under British Government schemes specifically designed to facilitate
the movement of refugees from Ukraine.
The arrival of this new wave had a profound impact not only on the numerical growth
of the Ukrainian community but also on the entire infrastructure of Ukrainian civic life
in Britain. Existing institutions – including the Embassy and consulates of Ukraine,
the Ukrainian Catholic Church (UCC) and the Ukrainian Autocephalous Orthodox
Church (UAOC), the AUGB, the Association of Ukrainian Women, the Ukrainian
Youth Association, Plast Ukrainian Scouting Organisation, the Ukrainian Institute
London, the Association of Ukrainian Teachers, and aid organisations such as
Ukraine Charity and British-Ukrainian Aid − became heavily involved in fundraising,
organising humanitarian aid deliveries to Ukraine, supporting newly arrived displaced
persons, and disseminating information about the situation in Ukraine.
A leading coordinating role was played by the AUGB, often in close cooperation with
the British Government. Together with the Ukrainian Catholic Eparchy of the Holy
Family of London, the AUGB established the Ukrainian Welcome Centre, which
provided newly arrived Ukrainians with practical assistance and information relating
to temporary residence in the UK. The Ukrainian Institute London significantly
expanded its activities to meet the growing public demand for Ukrainian language
learning and to enhance understanding of events in Ukraine.
The arrival of displaced persons led to substantial growth in the congregations of the
UCC and the UAOC, with new parishes formed in numerous locations. Membership
of the AUGB and other community organisations increased markedly, and new
branches were established in towns and cities that had previously had little or no
Ukrainian presence. The achievements of several prominent community members
were recognised in the King’s 2023 and 2024 Birthday Honours Lists and the 2024
New Year Honours List (Ukrainians in the UK Online, 2024).
It is within this broader context of rapid institutional expansion that Ukrainian
supplementary schools experienced their most dramatic period of growth. Existing
Saturday and Sunday schools saw pupil numbers double and in some cases
increase several times over, while entirely new schools were established across the
country — within communities, churches, parents’ initiatives, and charitable
organisations, including in online formats.
The Current Network of Ukrainian Supplementary Schools
in the UK: Scale, Geography and Diversity
An analysis of currently active Ukrainian supplementary schools in the UK reveals a
nationwide network of at least 33 schools operating across 29 towns and cities in 8
regions of England and Scotland. The overwhelming majority − 27 schools, or 82 per
cent − operate on Saturdays, with five Sunday schools and one school meeting on
weekday evenings. The geographic distribution reflects the broader settlement
patterns of displaced Ukrainians: London and the South East together account for 16
schools, while significant clusters have also emerged in the West Midlands,
Yorkshire, and Scotland. Collectively, these schools serve children aged between 2
and 17 years, providing continuity of Ukrainian-language education across all stages
of childhood and early adolescence.
The network has deep historical roots alongside remarkable recent growth. A core of
schools − in Bradford, Coventry, Manchester, Nottingham, and London − traces its
origins to the post-war Ukrainian diaspora of the 1950s, having preserved the
Ukrainian language and culture across generations for over seven decades.
However, the most dramatic transformation occurred after February 2022.
The most striking illustration of post-2022 growth is the St Mary’s Ukrainian School
network in London, which expanded from a single school with decades of history to a
network of nine locations across Greater London and the South East.
Simultaneously, entirely new schools emerged in cities with no prior Ukrainian
educational infrastructure − including Gloucester, Bristol, Exeter, Scarborough,
Leicester and Leamington Spa − reflecting the geographic dispersal of newly arrived
displaced Ukrainians across the United Kingdom.
It should be noted that this list, compiled in April 2026, represents a conservative
estimate; the precise founding dates of the majority of currently active schools
require further verification, and the actual number of active Ukrainian educational
initiatives across the UK is likely considerably higher. Establishing a comprehensive
and regularly updated national register of Ukrainian supplementary schools
represents an important area for future research − and one of the core objectives of
the present study.
Saturday and Sunday Schools: Two Formats, One Mission
The Ukrainian community in the UK develops two main formats of out-of-school
education: Saturday schools and Sunday schools.
Saturday schools usually operate for several hours every Saturday. They have a
more structured curriculum similar to a ‘small Ukrainian school’: with timetables,
themed lessons, some homework, tests and final grades. Saturday schools are the
ones most often undergoing verification and recognition procedures so that learning
outcomes can be accepted in Ukraine.
Sunday schools usually operate at Ukrainian churches − Greek-Catholic and
Orthodox parishes. They combine religious education and catechesis with Ukrainian
studies subjects. In Sunday schools, more attention is often paid to spiritual and
cultural aspects, celebrations, shared prayer and volunteering, while pupils also
study the Ukrainian language, history and traditions.
These two formats do not compete but complement each other: Saturday schools
provide systematic Ukrainian studies education, while Sunday schools root children
in a community connected to the parish and spiritual life.
What Children Study: Lessons and Curricula
The curricula of Ukrainian Saturday and Sunday schools in the UK focus on subjects
that are critically important for preserving identity but are not present in the British
school programme. Typically, children are offered lessons in:
- Ukrainian language: speaking, reading, writing, grammar
- Ukrainian literature: fairy tales, short stories, poetry, adapted works of classics
and contemporary authors - History of Ukraine: from ancient times to modern history, with special
emphasis on the twentieth century, the struggle for independence and the
current war - Geography of Ukraine: regions, cities, natural zones, symbols and cultural
features - Ukrainian traditions and culture: calendar and family holidays, songs, folk
costumes, crafts, customs - Basics of Christian ethics or religious education (especially in schools
attached to churches) - Creative disciplines and clubs: choir, folk and modern dance, visual arts,
theatre studios, music and more
In senior classes some schools offer advanced Ukrainian language and literature,
research work in Ukrainian studies and participation in competitions and projects. In
this way the programmes do not duplicate British schooling, but complement it and
maintain a full-fledged Ukrainian educational context for the child.
Verification of Schools and Recognition of Learning
Outcomes in Ukraine
It is crucial that a number of Ukrainian schools in the United Kingdom are not only
community initiatives but also have an officially recognised educational status. The
Ministry of Education and Science of Ukraine has gradually developed mechanisms
that make it possible to verify Ukrainian schools abroad that meet criteria for
curricula, teacher qualifications and student performance tracking; to approve the
curricula of these schools in line with Ukrainian educational standards; and to
transfer learning outcomes to the student’s official records if they return to or
continue their education in Ukrainian institutions.
One example is the Ukrainian St Mary’s school in Northampton, which has obtained
the status of a certified educational centre with a programme approved by Ukrainian
education authorities. Pupils sit official examinations there, and their results are
recognised by schools in Ukraine. This ensures continuity of education and gives
parents confidence that their children’s learning in the UK is not ‘lost’ from the
Ukrainian system.
The AUT provides an important coordination function through a formal school
registration system. Annual membership fees are structured according to school
size: schools with 25–50 pupils pay £20 per year; those with 50–100 pupils pay £50;
and schools with over 100 pupils pay £100 annually. These figures reveal an
important reality: the financial foundation of Ukrainian supplementary education in
the UK is extraordinarily modest. Even the largest schools contribute only £100
annually to the national coordinating body − a sum that underscores the degree to
which this entire educational infrastructure rests on voluntary commitment rather
than institutional − funding (Association of Ukrainian Teachers in Great Britain, 2025)
The Teachers’ Community and Professional Development
Ukrainian schools in the UK rely on their teachers both as professionals and as
community leaders. The vast majority of them work on a voluntary basis or receive
only symbolic remuneration that does not reflect the scale of their work. They are
often teachers, educators and academics from Ukraine who have found themselves
in the UK because of the war and want to continue their profession; representatives
of the ‘old’ diaspora who have experience of pre-war or post-war Ukrainian schooling
and pass on traditions to the next generations; and young specialists and students
who assist in organising the educational process, extracurricular clubs, celebrations
and projects.
Professional Development and National Conferences
The AUT’s commitment to professional development is demonstrated through its
annual conferences, which bring together teachers from across the national school
network. In 2025, two significant national conferences took place.
The Spring Conference took place on 27 April 2025 at the Lesia Ukrainka Ukrainian
School in Nottingham − a school that was simultaneously celebrating its 70th
anniversary. The conference opened with a minute of silence in memory of all
Ukrainians who have lost their lives in the war. The agenda addressed issues of
fundamental institutional significance: the revision of the AUT’s constitution for the
first time since its founding in 1964; the development of a new educational
curriculum for member schools; negotiations with the Ukrainian Ministry of Education
and Science regarding the formal recognition of the AUT and its schools;
preparations for the reinstatement of GCSE examinations in Ukrainian language; and
a practical workshop on working with children who have experienced psychological
trauma (AUT, 2025).
The Autumn Conference of 2025, held on 12 October, gathered educators from over
29 Ukrainian supplementary schools across the United Kingdom. The event was
opened by AUT Chair Inna Hryhorovych and received greetings from the Embassy of
Ukraine to the UK, the Ukrainian Catholic Cathedral, and representatives of
Ukrainian diaspora organisations from Scotland and Australia − reflecting the broad
institutional support for Ukrainian supplementary education in Britain.
The conference programme combined school reporting with practical professional
development. Each of the 29 member schools presented a brief account of their
activities and achievements, while a series of hands-on workshops addressed the
most pressing pedagogical challenges facing Ukrainian supplementary schools:
adapting curricula to diaspora conditions; teaching history and geography in mixed-
age groups; developing creative competencies in primary school pupils; working with
historical artefacts; and adapting Ukrainian Ministry of Education programmes for
use abroad. Participants also engaged with innovative educational projects, including
an art-therapy initiative developed in response to children’s wartime experiences
(AUT, 2025).
The conference served not only as a forum for professional exchange but as a
moment of institutional solidarity − reinforcing the sense of a shared national network
rather than a collection of isolated local initiatives. The author of this article attended
both conferences, participating as a teacher and researcher. This direct engagement
with the national teacher community informs the analysis presented in this study and
underpins the primary data collection that will form the basis of the forthcoming
research project.
School as a Community Hub: Why Creating Them is
Critically Important
Ukrainian schools in the United Kingdom are not just another educational service but
the heart of the community. They perform several key functions at once.
First, they are spaces for preserving language and culture. For children who live their
daily lives in English, a Ukrainian school becomes a place where the native language
is heard, valued and actively used. Here children learn to sing Ukrainian songs, read
Ukrainian stories and understand the history of their own country.
Second, they provide psychologically safe spaces. For many displaced children,
school is one of the few places where their experience of war, relocation and
separation from home is met with understanding and empathy. They meet peers with
similar stories, can talk about Ukraine without fear or misunderstanding, and feel that
they belong.
Third, Ukrainian schools connect generations. Children from the new wave of
displaced families, descendants of the post-war diaspora and teachers who arrived
in different decades all meet under one roof. Together they create a shared story:
preparing celebrations, charity fairs, commemorations, and fundraising events to
support Ukraine.
Fourth, schools become a bridge between Ukrainian and British education systems.
Through partnership projects, joint events and ‘twin schools’ programmes, Ukrainian
Saturday schools integrate into the local context, promote mutual understanding and
help tell British society the truth about Ukraine and its culture.
Conclusion: Every New School is an Investment in the
Future
The experience of the post-war diaspora and the new wave after 2022 makes one
thing clear: without Ukrainian Saturday and Sunday schools, the community would
quickly assimilate, losing its language, memory and sense of unity. The existence of
these schools not only preserves identity but also passes it on to children in a lively,
modern form.
Every new Ukrainian school in the United Kingdom is:
- an additional chance for a child not to lose connection with Ukraine
- a space of support for a family that has found itself far from home
- an opportunity for a teacher to fulfil their vocation
- a new hub of self-organisation and solidarity among Ukrainians abroad
This is why establishing, supporting, verifying and developing Ukrainian Saturday
and Sunday schools in the UK is not a secondary task but a strategically important
investment in the future of the Ukrainian community − and of Ukraine itself.
References
- Association of Ukrainian Teachers in Great Britain (AUT) (2025) Official website.
Available at: [AUT website URL] (Accessed: October 2025). - Association of Ukrainian Teachers in Great Britain (AUT) (2025) Spring Conference
Report, 27 April 2025. Nottingham. - Association of Ukrainian Teachers in Great Britain (AUT) (2025) Autumn Conference
Report, 12 October 2025. - Association of Ukrainian Teachers in Great Britain (AUT) (2025) School Registration
and Membership Fees. Available at: [AUT website URL] (Accessed: October 2025). - List of Ukrainian Supplementary Schools in the UK (2026) Compiled by the
Association of Ukrainian Teachers in Great Britain. April 2026. - Ukrainians in the UK Online (2024) Association of Ukrainian Teachers in Great
Britain. Available at: ukrainiansintheuk.info (Accessed: October 2025). - Ukrainians in the UK Online (2024) Ukrainian community in the UK after February
- Available at: ukrainiansintheuk.info (Accessed: October 2025).
Dr Halyna Hrynyshyn
CEO, Society, War & Recovery Research Centre
Natalia Kuchmak
Director, Ukrainian School ‘Talented Children of Ukraine’, Malvern