The United Nations Convention on the Rights of the Child (UNCRC) enshrines the right to education for all children. This right is not suspended when children are forced to flee their home countries. Amidst the uncertainty and adversity of forced displacement, education is a source of hope, a space of safety and a gateway to opportunities for the future. Yet across the globe, forced displacement disrupts the right to education, with only three per cent of refugees estimated to reach university. Research specifically examining progression to further education (FE) and higher education (HE) for refugee and asylum-seeking children in the UK is scarce. Unicef UK commissioned this 2020 study to: address the gap in relevant research; build on existing evidence; and examine the factors that hinder and support refugee and asylum-seeking young people’s education progression in the UK. This report aims to: (1) Identify the barriers for refugee and asylum-seeking children and young people in the UK transitioning to FE or HE; (2) Identify the supporting factors for refugee and asylum-seeking children and young people in the UK transitioning to FE or HE; and (3) Offer recommendations for government, education institutions, and voluntary and private sectors to smooth the transition process. Key findings include: The three most significant overarching barriers hindering progression to FE and HE are: (1) Lack of support and encouragement; (2) Poor mental health and emotional wellbeing; and (3) Poverty and disadvantage; The three most significant overarching supportive factors, affecting progression to both FE and HE, are: (1) Persistent support through challenging times; (2) Personal resilience; and (3) Welcoming and encouraging educational environments; The most significant factors constraining transition to FE are: (1) The intersection of immigration status and age; (2) Insufficient information, advice and guidance (IAG); (3) Limited education opportunities at FE level; (4) Immigration procedures; and (5) Institutional reluctance; The three most prevalent factors that support refugee and asylum-seeking young people’s transition into FE are: (1) Targeted support with college application and enrolment processes; (2) Inclusive sixth forms and colleges; and (3) Longer term education planning and advice. Factors less frequently mentioned but of note included the embedding of English language support into existing FE courses and accessing alternative forms of funding from charitable trusts; The two most significant factors that hinder transitions to HE are: (1) Insufficient information, advice and guidance; and (2) The implications of immigration status. Other prominent factors include: Challenging entry requirements; Accumulative pressure of application processes; and Institutional reluctance from universities; Significant work to improve access to HE for seekers of sanctuary in the UK has been undertaken in recent years. In this research, the most significant supportive factors identified were: (1) Long-term education planning, guidance and support; (2) Participation in pre-university opportunities; (3) Scholarships; and (4) Clear information and flexibility from universities. Factors less frequently mentioned but of note included: Having role models from refugee and asylum-seeking backgrounds; Funding to support application-related costs; and FE courses which specifically promoted HE aspirations.