What are the experiences of education for unaccompanied asylum‐seeking minors in the UK?

Abstract

Background The number of refugees worldwide has increased in recent years, and with this, there has been an increase in the numbers of unaccompanied asylum‐seeking minors (UASMs) in the UK. Refugees have been found to experience notable difficulties upon resettlement, and there is evidence to suggest that education can provide a supportive role for young refugees. Although there has been research that has found that UASMs value education, there has been less research that has directly looked at the experiences of education for UASMs. Methods In the present study, six UASMs were interviewed and interpretative phenomenological analysis (IPA) was used as a methodology to analyse the data. Results Five themes were identified: education facilitating socializing; education and English proficiency leading to a better life in the UK; the impact of transitions; the impact of external stressors; and a desire for additional resources to learn at one's own pace. Conclusions Participants within the present research expressed a strong desire for additional resources that would allow them to learn at their own pace. They also emphasized how transitions between different settings and external stressors had an impact on their experiences of education. The links between coping strategies and the participant's asylum status are also discussed with reference to relevant research in the field.

An Exploration of the Educational Experiences of Refugee Children

“…Eudaimonia has a unique meaning to each individual, and accordingly refugee children must be recognized and treated with respect and dignity in their host nations. Refugee children have unique social and emotional needs, such as for a sense of belonging and emotional stability, and an excellent education may assist them in meeting these needs (Fuller & Hayes, 2020). In the absence of such educational assistance, their mental health may also suffer (Ward, 2020).…”

“…Refugee numbers are currently rising dramatically (Fransen et al, 2018;Fuller & Hayes, 2020;Sheikh et al, 2019). The experience of young refugees often prevents them from accessing and participating in education (Sheikh et al, 2019).…”

“…However, the evidence indicates that education can play an essential role in supporting refugee children (Fuller & Hayes, 2020). Education can assist refugees in integrating into their host countries (Fuller & Hayes, 2020;Ager & Strang, 2008).…”

“…However, the evidence indicates that education can play an essential role in supporting refugee children (Fuller & Hayes, 2020). Education can assist refugees in integrating into their host countries (Fuller & Hayes, 2020;Ager & Strang, 2008). On the other hand, since some refugee children will ultimately return to their countries of origin, the education they receive in the host country also prepares them to contribute to the development of their home nations (Koehler & Schneider, 2019).…”

Achieving holistic care for refugees: The experiences of educators and other stakeholders in Surrey and Greater Vancouver, Canada

“…Through daily routine, consistency and safety, refugee students may eventually transition to an ‘ordinary life’ (Kohli, 2014). Children and youth with trauma go through phases—stabilisation, integration and adaptation—and show signs of attachment to their first school placement (Cairns, 2002; Fuller & Hayes, 2020). Education also plays an essential role in meeting the academic and socio‐emotional needs of refugee children (Rousseau et al ., 2015).…”