United Kingdom
Education on hold: Addressing barriers to learning among refugee children and youth from Ukraine—Challenges and recommendations
The education of children both within and outside Ukraine has been disrupted for several years. Hundreds of thousands had already been internally displaced since 2014 as a result of the conflict in the eastern regions and Crimea, while the COVID-19 pandemic brought periods of extended school closures, a pivot to online learning and other major disruptions. Since the start of…
2023
Enhancing education opportunities: A short assessment on education pathways to the UK for refugees and individuals from forced displacement backgrounds
This report presents the findings of a short study on the opportunities and challenges encountered by refugees and individuals from a forced displacement background in accessing education pathways to the UK and seeks to provide recommendations on improving these complementary pathways. The research for this report was carried out by UNHCR UK between March and August 2023. UNHCR UK interviewed…
2023
Schooling for refugee children: A social justice perspective informed by children from Syria
Schooling for Refugee Children is a collaboration between five authors who explore their interactions with refugee children displaced from Syria to the Lebanese borders and London. Through a programme of carefully tailored research activities, they analyse the children’s representations of their personal journeys and current circumstances, especially with regard to ongoing schooling. The children’s experiences are expressed through their own…
2024
Refugees’ gendered experiences of education in Europe since 2015: A scoping review
This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences,…
2023
Higher education for refugees: Policies and practices in the UK, Germany, and France
This chapter examines how different countries allow refugees to pursue higher education. Policy and practice comparisons will be made between the United Kingdom, Germany, and France. In many industrialized countries, refugees are able to pursue higher education. This is an important part of integrating these individuals into the societies in which they reside. However, depending on the country, there may…
2023
Becoming adult on the move: Migration journeys, encounters and life transitions
This edited collection situates the migration of children and young people into Europe within a global framework of analysis and provides a holistic perspective that encompasses cultural media, ethnographic research and policy analysis. Drawing on a unique study of young unaccompanied migrants who subsequently became ‘adult’ within the UK and Italy, it examines their different trajectories and how they were…
2023
Policy and practice on inclusive higher education in the UK and Kenya: A theoretical framework and recommendations
This article presents a study that was undertaken as part of a collaborative project between a UK university and a university in Kenya. The study aimed to investigate policies and practices of Inclusion and Inclusive Education in the two universities. Here, we present how Inclusion and Inclusive Education are conceptualized in the two geographical contexts, and review literature on Inclusion,…
2023
School-based psychosocial interventions’ effectiveness in strengthening refugee and migrant adolescents’ mental health, resilience, and social relations: A four-country cluster randomized study
School-based psychosocial interventions are increasingly put forward as a way to support young refugees’ and migrants’ well-being and mental health in resettlement. However, the evidence on these interventions’ effectiveness remains scarce and scholars denounce particular gaps in the evidence to date, pointing to a lack of large-scale, controlled studies and studies including social outcome measures. This cluster randomized study aims…
2023
Community integration, quality of life, thriving, and mental health among refugees and asylum seekers. A London service provider perspective
Introduction: This article explores how systemic injustices and social inequalities affect refugee and asylum seeker integration, thriving, and mental health in London. This is pertinent as the United Kingdom currently operates a ‘broken’ asylum system with unfair policies and a ‘tough’ immigration rhetoric which makes it extraordinarily difficult for asylum seekers and refugees to achieve community integration, have a good…
2024
Addressing social disparities in special education placement in three welfare states: Student demographic correlates of the share of students identified with special educational needs at the school level using TALIS data
The number of students with special educational needs (SEN) is growing rapidly. This study compared the correlations between the share of students identified with SEN and student diversity (socioeconomic status and ethnicity) at the school level in three countries. We used the principal questionnaire from the 2018 Teaching and Learning International Survey (TALIS) to examine data from principals in three…
2024
Trauma-sensitive school concepts for students with a refugee background: A review of international studies
Children and adolescents with a refugee background are at high risk for traumatization. Once they arrive in safe countries, schools are the institutions where teachers are responsible for caring for them sensitively and competently. Furthermore, schools are organized in learning groups consisting of multiple peers of the same age, which provides excellent opportunities for social learning and experiences of social…
2024
Assessing the criteria for equality of the right: Refugees’ higher education from the perspective of human rights [Hak Eşitliğine İlişkin Kriterlerin Değerlendirilmesi: İnsan Hakları Perspektifinden Mültecilerin Yükseköğrenimi]
With the Syrian refugee crisis, the subject of refugees’ access to HE, which was only partially funded owing to donor reluctance, was prominently covered in the news, with concepts such as preventing the lost generation, resilience, reconstructing countries, and education as a human right. With the Ukraine crisis, the issue of supporting the higher education of refugees came to the…
2023
Engaging in critical consciousness in social work education: reflections from a student-academic international refugee activist project
Engaging in critical consciousness has been central for anti-oppressive practice in social work education. This article presents reflections on migration and (anti-) oppressive social work practices based on a student-academic activist project beginning in the North-East (NE) of England. The project involved MA social work students and two academics from a NE university, organizing a series of events aimed at…
2023
Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland
Learning, particularly learning English is presented as a key part of integration for adult migrants in the UK. England and Scotland differ in how their policy approaches to integration include adult learning. This article aims to explore and uncover the ways in which adult education, particularly for refugees and asylum seekers is embedded and included in policy for integration of…
2023
Tutoring project for children from a refugee community: tutor perspectives
Background: The question of how best to support children who are refugees to resettle and thrive in a new country is important and complex. One of the many challenges experienced by such children is disrupted education. It is widely recognised that a sense of belonging and integration within a new school and community are key to enhancing children’s chances of…
2022
Learning in and beyond the classroom: Communities of practice in education support for separated children
Separated children, seeking protection in a new country unaccompanied by parents or customary caregivers, have the right to education yet many face difficulties accessing appropriate provision. We analysed data from Scotland across different types of provision: one specialist programme for separated children and four areas providing a mixture of mainstream and adapted classes. Drawing on situated learning theory and the…
2022
Language learning for refugee women in the wake of the COVID-19 pandemic: Restorative pedagogies for integrating to place—Perspectives from Scotland
As we reflect and learn from the lessons lived during the COVID-19 pandemic that severely disrupted our ways of being in the world, in this article we call for restorative pedagogies which can reconnect us to each other and to the places we live in. We present the language learning needs and experiences of four newly arrived refugee women in…
2022
Is the public library included? An analysis of local government documentation on the integration of forced migrants in Scotland
Introduction. Library and information science researchers identify public library roles in the integration of forced migrants into local communities. Here an analysis of formal documentation issued by local authorities allowed for an exploration of public libraries as services to aid the integration of forced migrants in Scotland. Method. In 2021, 23 Scottish local authorities responded to Freedom of Information requests…
2022
From Engagement to Strategy: The Journey Towards a Civic University
Between 2002 and 2018, at a time when UK universities were being increasingly measured in economic and financial terms, Staffordshire University established a dedicated public engagement unit. Staffed by an experienced team of “pracademics” (Posner, 2009), the Creative Communities Unit (CCU) engaged with community members and voluntary organizations through teaching, research, and consultancy. Underpinning CCU practice was a clear set…
2020
Addressing Avoidable Inequalities: The Role of One University in Place-Based Transformational Change
This chapter explores one UK university’s influence and involvement as a key partner within the 2025 Movement, a movement for change with a collective vision to tackle avoidable health and housing inequalities by 2025 in North Wales, UK. The approach to building 2025 is founded in systems leadership and social movements resulting in transformational change in the way we work,…
2020
Finding Their Way The Journey to University for Refugee and Asylum-Seeking Young people in Coventry
This research report explores the journey to higher education for refugee and asylum-seeking young people living in Coventry. It is the product of a partnership between Refugee Education UK and the University of Warwick's English and Comparative Literary Studies Department. The qualitative research study explores the barriers to university facing refugee and asylum-seeking young people in Coventry, and reveals the…
2022
Educators’ interactions with refugee pupils: knowledge, attitudes, and practices
The value of school for refugee and asylum seeking children is well established, in terms of their right to education under international law, their socio-emotional well-being, and their adaptation to living in a new country and culture. Yet there is a critical gap in our understanding of refugee education from the perspectives of educators – the people who interact with…
2022
Planning for Belonging: Including Refugee and Asylum Seeker Students
The education of students from refugee and asylum seeker backgrounds is an international concern. It calls for inspired teachers, sensitive interventions, and informed leadership. This writing discusses the views of students, teachers, general staff, parents, and the principal of a primary school in regional New South Wales, Australia regarding the sense of belonging that is so critical to the very…
2022
An ecological, multilingual approach to language learning with newly reunited refugee families in Scotland
Although academic literature and Scotland's refugee integration strategy recommend multilingual, decolonising approaches, language classes for refugees in Scotland usually focus only on the target language (English) and are predominantly teacher-led. This paper argues that newly reunited refugee families can be better supported through an ecological, multilingual approach by presenting empirical data from a five-month teaching study using qualitative methods (semi-structured…
2022
Experiences of forced migration: learning for educators and learners: a report
A combination of structural barriers, inadequate student welfare provision and the absence of psycho-social and academic support make higher education access for forcibly displaced students challenging. Many of these students will have experienced many stressful and potentially traumatic events that may have or may continue to impact their mental health and wellbeing. This article draws on reflections by educators and…
2022
Educators’ positive practices with refugee pupils at two schools in England
Extensive evidence indicates that education is an integral part of the settling in process for refugee and asylum-seeking children. Furthermore, it has been suggested that positive teaching practice with refugee pupils should be asset-based and holistic in nature. The present study examines educators' positive practices with refugee pupils and explores factors that shape these practices. Data were collected through participant…
2022
Educating in the context of ‘Dispersal’: rural schools and refugee-background students
Policies of dispersal are increasingly favoured internationally for the resettlement of refugees and asylum seekers. With forty percent of the world’s forcibly displaced people being school-aged children, the dispersal of refugee-background people into regional areas means that rural schools are central sites of community response to refugees. Little is known in published research about how rural schools engage in refugee…
2022
Students with Limited or Interrupted Formal Education in Primary and Secondary Classrooms in the U.S., Australia, Canada, and the UK
This chapter shares an overview of students with limited or interrupted formal education (SLIFE) in the United States and three other prominent English-speaking countries with a growing number of SLIFE: Australia, Canada, and the United Kingdom. Thus, this chapter has been organized into four main sections: (1) introduction to SLIFE, (2) in-depth overview of SLIFE in primary and secondary U.S.…
2022
Adult English Learners with Limited or Interrupted Formal Education in Diverse Learning Settings
This chapter provides an overview of adult students with limited or interrupted formal education (SLIFE) who have immigrated to English-speaking countries and participate in literacy education and second language learning for adults (LESLLA) programs. In order to provide an accurate perspective of LESLLA students, this chapter will (1) examine characteristics of the adult learner population, (2) provide an overview of…
2022
Educational provision for newly arrived unaccompanied sanctuary seekers aged 15–16
Local Authorities in England are rarely able to find a school place for newly arrived unaccompanied sanctuary seekers when the young person arrives in their locality aged 15–16. Criticisms regarding this exclusionary practice are plentiful; that said, it has been argued the dominance of debate regarding access to mainstream education for pupils aged 15–16 obfuscates critical analysis of the educational…
2022
Understanding the experiences of school belonging amongst secondary school students with refugee backgrounds
Research into refugee students’ settlement in host countries highlights school belonging as essential to their wellbeing and academic achievement. This research aimed to understand how secondary school refugee students experience school belonging in the North East of England. Interpretative Phenomenological Analysis was used to understand the views of refugee students. Four superordinate themes were developed: agency, participation, safety and separation.…
2022
Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors
Record numbers of unaccompanied refugee minors continue to arrive in high-income countries seeking asylum and protection. Despite receiving educational support, unaccompanied refugee minors continue to be vulnerable to negative educational experiences and outcomes. The review investigates what resilience factors enable unaccompanied refugee minors in high-income countries to have positive educational experiences and outcomes. It aims to inform the literature on…
2022
Practitioners’ perspectives and needs: Developing skills to support unaccompanied asylum-seeking children (UASCs) in experiencing ‘belonging’ in English educational spaces
This article builds on Yuval-Davis’s (2006, 2007, 2011) theories of belonging, in order to relay how practitioners can support unaccompanied asylum-seeking children (UASCs) in developing a positive sense of belonging in educational spaces in England. To do so, the article synthesises literature surrounding theories of belonging, UASCs’ educational access in England and practices supporting UASCs’ educational attainment and sense of…
2022
The effects of COVID-19 on young refugees’ education and wellbeing: Insights from practitioners
This report presents practitioner-based insights from REUK’s experience supporting over 550 refugee and asylum-seeking children and young people through the COVID-19 pandemic. Qualitative consultations took place with 10 frontline staff members, who shared their observations on the educational and wellbeing challenges facing refugee students, aged 14-25. The report aims to highlight the experiences of refugee students to ensure that their…
2021
Supporting young Afghans’ education and wellbeing: urgent policy priorities
REUK has 12 years’ experience working with Afghan refugee children and young people in the UK, as well as in Afghanistan, and has published leading research for the United Nations on education for young Afghan refugees in the UK. Drawing on this expertise, this document sets out key urgent policy priorities for supporting the education and psychosocial wellbeing of young…
2021
SIRIUS Watch 2021: Towards inclusive digital education for migrant children
SIRIUS Watch 2021 presents trends and developments on the effects of digitalisation in education on migrant children both pre- COVID-19 and during COVID-19. It will build on national and EU-level research, as well as the results of the SIRIUS Online Digital Workshop. The results include a clear framework of challenges and recommendations to support the development of an inclusive digital…
2021
The educational outcomes of refugee and asylum-seeking children in England
New research from the Education Policy Institute, supported by Unbound Philanthropy, finds that asylum-seeking children who enter the UK separated from their parents are on average over three years behind non-migrant children at school by the time they take their GCSEs. The new EPI working paper, which is the first study to examine the educational outcomes of the majority of…
2021
Higher education on hold: Access to higher education for young people with insecure or unresolved immigration status
Our new research report ‘Higher Education on Hold’, in collaboration with King’s College London, explores the barriers to higher education access faced by young people who have insecure immigration status. The report is the first to examine the barriers to accessing HE that that stand in the way of young people who: Have refugee status Are seeking asylum Have limited…
2021
Migrants, Refugees and Asylum Seekers’ Integration in European Labour Markets: A Comparative Approach on Legal Barriers and Enablers
The Sirius first open access book entitled 'Migrants, Refugees, and Asylum Seekers' Integration in European Labour Markets. A Comparative Approach on Legal Barriers and Enablers' discusses how, and to what extent, the legal and institutional regimes and the socio-cultural environments of a range of European countries (the Czech Republic, Denmark, Finland, Greece, Italy, Switzerland and the United Kingdom), in the…
2021
School-based support for Syrian refugee pupils in Northern Ireland
Over the past 5 years Northern Ireland has welcomed approximately 1,900 Syrian refugees, including almost 700 school-aged children and young people, through the Vulnerable Persons Relocation Scheme (VPRS). Many of these have experienced war and persecution, and a range of additional adversities during and post-migration. Alongside language proficiency, ‘trauma’ has been the most common challenge reported by school staff to…
2021
The integration of asylum seekers and refugees in the field of education and the labour market: Comparative thematic report
This report is based on a meta-analysis of nine national reports on integration from countries along the so-called Eastern Mediterranean Route. It includes two countries beyond the EU, Turkey and Iraq, which have played an important role as source and transit countries of refugees, the transit countries of Greece, Italy and Poland, and the destination countries of Austria, Germany, Sweden,…
2021
Promoting the mental health and well-being of first-generation immigrants, asylum seekers and refugee young people in schools: A participatory action research study
Background: There is a dearth of literature that reports on what first-generation immigrants, asylum seekers and refugee young people see as effective self-help tools in matters relating to mental health. Some 50 million first-generation migrant children and young people may have experienced violence, loss and displacement. This can lead to young migrants suffering with negative psychological and social impacts, and…
2021
The impact of educational achievement on the integration and wellbeing of Afghan refugee youth in the UK
An unprecedented number of unaccompanied asylum seeking children (UASC) have arrived in Europe over the last decade, and young Afghans account for the highest proportion of UASC across England, Scotland and Wales. Despite a wealth of UK policies aimed at ensuring positive outcomes for young people who have been through the care-system, and a rich body of research exploring the…
2021
Raising Children in Exile: Experiences of Highly Educated Eritrean Migrants in the UK
Child-rearing practices can be challenging for migrants who often require socio-cultural and emotional adjustments. This article discusses parenting in exile with a focus on the experiences of highly educated Eritrean migrants in the UK. Qualitative data are collected from eighteen highly educated Eritrean migrants selected through purposive and snowball sampling from the UK. The findings indicate that highly educated Eritrea…
2021
Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK
The aim of this study was to explore the perspectives of ESOL teachers on the language learning experiences, challenges, and motivations that refugees and asylum seekers have when they learn the language of the host country. This information was collected using an online questionnaire, which was completed by 72 teachers from different institutions throughout the UK teaching English to refugees…
2021
Previous experience, trickle-down training and systemic ad hoc-ery: educators’ knowledge acquisition when teaching refugee pupils in one local authority in England
Schools play a key role in the lives of young refugees and asylum seekers, yet it is unclear to what extent educators are prepared to effectively teach this population. In this study, we examined how educators acquire knowledge relevant to teaching refugee pupils through a survey (n = 295) and nestled case studies of 17 teachers at two schools in England. Educators…
2021
Hope Springs Eternal: Exploring the Early Settlement Experiences of Highly Educated Eritrean Refugees in the UK
Millions of people around the world have been forced to flee their homes for socio-economic and political reasons. This paper explores the early settlement experiences of highly educated Eritrean refugees in the UK. It is a phenomenological study informed by narrative interviews with 24 Eritrean refugees who gained a university degree in Eritrea, before migrating to the UK. The participants…
2021
Understanding networks of actors involved in refugee access to higher education in Canada, England and France: A digital comparative approach
In times of intense migrations, securing a brighter future through education has become a growing concern in many societies. In particular, access to higher education for refugees has been the object of multiple initiatives among governments, civil society and non-government organisations. However, only 3 per cent of refugees access higher education, and there is a need to better understand, support…
2021
Theorising policy and practice in refugee education: Conceptualising ‘safety’, ‘belonging’, ‘success’ and ‘participatory parity’ in England and Sweden
Across the world, children are forced to leave their homes for far-flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for children with extraordinary experiences seeking to build meaningful lives in their new context. This article offers a new theoretical approach to…
2021
Extending the Welcome: The Role of University–Community Partnerships in Supporting Refugees in England
As issues around refugee rights have come to public attention following the surge in asylum application in Europe in 2015, several responses have been developed by universities in England to extend the welcome to refugees in both local communities and on their campuses. While some institutions act on their own, others have created social relationships and collaborations with local and…
2020