At the heart of barrier-free communication lies respect for every child — where teachers and educators see each child as a unique individual with their own needs, characteristics and potential, and accept them as they are. It is essential that communication is clear, accessible, and responsive to the age, psychological state, and gender of children and young people. After all, it’s not only what we say that matters, but how we say it — with genuine interest and attentiveness to each student.
This should be complemented by simple and clear language when communicating with younger children; visual materials for those who respond better to imagery; and sensitivity to the emotional wellbeing of children and adolescents — especially relevant now, during wartime, when many of them are experiencing stress and anxiety.
Barrier-free communication is also free from stereotypes that limit children’s thinking and their perception of themselves and their potential. It’s when girls are not discouraged from studying science, and boys are not steered away from art or dance. When a child faces criticism or misunderstanding from teachers or significant adults, it can affect their self-esteem and future choices. But when we apply the key principles of barrier-free communication — such as accessibility of information, inclusivity, empathy and respect, and creating safe space for expressing views and opinions — children become more confident, free from limiting beliefs, especially regarding their abilities and aspirations.
I recently attended a panel discussion titled “Words Have Wings: How to Communicate Without Barriers”, held in Poltava as part of the nationwide social change campaign “Barrier-Free Means You Can”, implemented jointly by several ministries in cooperation with UNICEF, within the framework of the First Lady of Ukraine Olena Zelenska’s initiative “Without Barriers”. During the event, we not only discussed the concept of barrier-free communication, but also had the opportunity to explore barrier-free spaces already operating in Poltava.
For example, together with our partners, we are expanding access to schools for children with disabilities by creating inclusive environments that are comfortable for everyone. This involves a range of solutions — from adapting school spaces, including installing lifts to access shelters, to ensuring basic sanitary conditions, such as inclusive toilets.
When designing educational spaces, we take a comprehensive approach, aiming to introduce various aspects of accessibility wherever possible. In schools where we have supported such adaptive changes, children with disabilities and special educational needs have gained real access to learning — they can now participate in school life on an equal footing with their peers.
However, it’s important to understand that barrier-free approaches are not only about infrastructure. They are also about changing attitudes — about openness, willingness to listen, and respect for diversity. Everyone benefits from this shift — children, parents, and teachers — as it creates a fundamentally new format of interaction, where every child can express themselves and be heard. For example, in the Poltava region, we — together with our partners — organized a series of training sessions for teachers focused on developing inclusive competencies. During these sessions, teachers learned techniques for active listening and barrier-free communication.
Ultimately, this type of communication transforms our thinking. We stop viewing people solely through the lens of socially assigned roles and begin to perceive them as unique individuals. This allows us to break free from prejudice and expand opportunities for each person. As a result, new pathways for both personal and professional growth become accessible, fostering a growth mindset. It is essential to introduce barrier-free approaches from an early age: this model of communication builds children's trust in the world, strengthens their self-confidence, and nurtures an inner readiness for change and achievement.
