The population of refugees and forced migrants is increasing worldwide, and there is an increasing portion who aspire to pursue higher education. This research paper highlights the gap in existing literature regarding the experiences of refugee students in universities and the best practices for supporting them. Utilising qualitative methods, this research includes media analyses and nine interviews from wellbeing teams in London universities and from refugee NGOs, such as the UNHCR, Refugee Support Europe, and Forced To Flee. The findings reflect the initial hypothesis: that university support services lack tailoring to the specific needs of refugee students, and therefore fail to address the complex experiences of refugee students. The research emphasises the importance of considering the geographies of belonging in higher education institutions, particularly to enhance social acceptance and foster a sense of belonging for refugee students. However, it also uncovers the arbitrary nature of labels, such as “refugees”, “asylum seekers”, and “forced migrants”, which have varying narrative associations and access levels to support services and financial aid. The politicisation of these labels by national governments, driven by anti-immigrant sentiments, exacerbates the disparities in support provided to refugee students. These findings underscore the need for policy interventions to address the systemic discrimination experienced by students from forced migrant backgrounds, ultimately impacting their access to and success within higher education.

ISSN: 3049-8260