Education – Refugee Educational Advancement Lab (REAL)

April 18, 2025May 7, 2025

Three Reasons the U.S. Should Prioritize Education in Conflict and Crisis Settings

By: Giulia McPherson
Peer Reviewed by REAL Members

The past few weeks have been devastating for U.S. foreign assistance and we, as advocates, find ourselves back at square one in making the case for why the U.S. should invest in the livelihoods of our global allies. A core component of those critical investments is access to an education, especially in times of conflict and crisis. Ensuring that children and youth around the world who have been impacted by violence can learn and thrive must be top of mind for decision makers.

There is a rich history of U.S. government support regarding investments in children at home and abroad, both in Republican and Democratic administrations and across the political aisle. Secretary Rubio (R-FL) has been a staunch supporter of access to education for the world’s youth as lead sponsor of the recently reauthorized READ Act, which has played a pivotal role in ensuring that access to basic education is a priority in U.S. foreign assistance efforts.

As a result of the READ Act, there has been better coordination across the U.S. government to ensure that resources allocated for international basic education are well-spent. On behalf of the Departments and Agencies tasked with implementing these programs, the U.S. Agency for International Development (USAID) would submit an annual report to Congress that provided a progress report which helps foster transparency and accountability.

As the first Chairwoman of the House Committee on Appropriations, former Rep. Nita Lowey (D-NY) was successful in persuading her colleagues to invest in global education programs. As a result, U.S. funding for global education has steadily increased over the past several years reaching an all-time high of $970 million in Fiscal Year 2023, yet the Fiscal Year 2025 appropriation dropped to $922 million.

Before being dismantled, USAID’s most recent report issued in late 2024 noted that the U.S. Government has had a significant impact in reaching more than 34 million learners annually, training 2.9 million teachers and educators, and supplying 176 million textbooks and other learning materials over a period of five years (2019-2023) in over 30 countries. The U.S. also prioritized expanding access to high-quality basic education for children and youth affected by crisis and conflict, especially those who are displaced.

While much progress has been made in recent years to draw attention to the significant gap in access to education for children displaced by conflict, much work remains to be done. The number of school-aged children in crisis worldwide requiring urgent support to access quality education has reached 234 million – an estimated increase of 35 million over the past three years.

For refugees specifically, of the school-aged children and youth who have been forced to leave their home countries due to violence and conflict, nearly 49 percent percent are estimated to be out of school. This means that approximately 7.2 million refugee children are missing out on education.

One significant way that the U.S. has addressed this challenge has been to invest in a critical multilateral partnership with Education Cannot Wait (ECW), the first global movement and fund dedicated to education in emergencies. Launched in 2016 with the support of the U.S. Government and civil society organizations including the Global Campaign for Education-US (GCE-US), ECW gathers international humanitarian aid actors, along with public and private donors, to help reposition education as a priority on the humanitarian agenda.

**Photo Credit: Giulia McPherson; The author, Giulia McPherson, visiting Sudanese refugee students in Chad**

The U.S. Government has played a critical role in ECW’s transformative efforts, contributing over $160 million in financial assistance since its inception, including $25 million in annual appropriations in FY20, FY21, and FY22; $30 million in FY23; and $30.4 million in FY24 and FY25. The U.S. also provides technical support to ECW and its partners and plays a leadership role in ECW’s governance structure.

To date, ECW has raised $2.8 billion from 28 donors, including the U.S. as its third largest donor,and has reached over 11.4 million children and youth and trained over 188,000 teachers in 48 crisis-affected countries. ECW-supported programs span a wide spectrum of context-specific activities including water and sanitation infrastructure, food in schools, mental health and psychosocial support, learning tools and materials, school infrastructure, and teacher training and incentives.

With a series of global crises waiting to be tackled by the new Administration, here are three reasons why the U.S. should prioritize education in conflict and crisis settings – including its partnership with ECW – as a tool in our foreign policy:

Education is transformative – Access to quality education changes lives, in particular for children and youth displaced by conflict. Schools provide the stability needed for children to cope with the loss, fear, stress, and violence experienced during times of crisis. This is particularly evident when schools demonstrate their ability to address the needs of the whole child and young people receive nurturing care in a school setting, including health, nutrition, responsive caregiving, safety,security, and early-learning. Given that 66 percent of refugees have been in exile for at least five consecutive years, the importance of providing access to an education for displaced children is critical.

Education helps build economies – Access to quality education allows individuals to acquire the skills and knowledge necessary to attain employment and earn a living to support themselves and their families. Studies suggest that refugees bring significant economic benefits to host countries, and in the U.S. refugees have a higher employment rate than native born Americans. This presents a ripple effect across societies, helping drive long-term economic growth and foster innovation.

Education keeps us safe – In areas where educational opportunities are not accessible and areas where children live in poverty or lack parental involvement in their lives, they are more vulnerable to becoming involved with criminal groups or even terrorist organizations. Children in school are more protected from such risks and can develop positive approaches to addressing societal challenges. The harm that these groups could cause to countries such as the United States is also diminished. There is a clear link between ensuring that young people around the world have access to quality education and U.S. national security interests.

**Photo Credit: Giulia McPherson; Rosemary & Evaline are students at a secondary school in Moyo, Uganda, supported by Education Cannot Wait**

With these considerations in mind, it is evident education has been a positive investment for the U.S. and should remain a priority. Education is crucial to bettering livelihoods and improving economic stability in developing countries and in conflict- and crisis=affected settings. U.S. policies and programs must recognize the interconnected needs of children and youth everywhere and that access to quality education is a critical part of addressing the needs of the whole child.

Rather than terminating these crucial programs, the Global Campaign for Education-US calls on Congress and the Administration to continue to invest in these programs in recognition of the important role education plays as societies evolve and become more and more complex. The solution to the world’s challenges can be simple. Access to a quality education provides the foundation every person needs to build a safe, prosperous life for themselves and to contribute positively to their communities.

Giulia McPherson is the Executive Director of the Global Campaign for Education-US, a broad-based coalition dedicated to ensuring universal quality education for all. She has 20 years of leadership experience in the humanitarian and development sectors and can be reached @GiuliaMcPherson.

March 24, 2025March 24, 2025

The Story of C – Refugee Awareness Video

This four-minute refugee awareness video was created by REAL member – MaryAnn Chiu. As a Master’s student at The George Washington University’s International Education Program, MaryAnn had the opportunity to learn more about refugee issues and interact with people with refugee backgrounds. However, she realized there is a lack of discussion about refugees in her home country- Taiwan, and that a lot of resources about refugees are in English. This motivated her to create a video in Mandarin Chinese (with English subtitles) to raise awareness on refugee issues among the Taiwanese/Mandarin speaking community. Despite the intended audience, she hopes this video will be helpful for everyone and add to the conversation on refugees in a simple and accessible way.

February 26, 2025February 26, 2025

The Versatility of Schools in Crises: Shelters, Health Centers, & Seedbeds for Aspiring Humanitarians

By Amina Iman

Peer Reviewed By REAL Members

This school year, nearly seventy million school-aged children were missing from classrooms due to ongoing conflicts. Instead of returning to school for continued learning, many sought refuge in them with their families. Amidst grave instability and human displacement, as documented in Sudan, Gaza, and the Democratic Republic of Congo, the pursuit and preservation of quality education is at risk, leaving it to appear as a distant reality for displaced youth.

Despite growing concerns about schools becoming targets of attacks and being occupied by militant groups, classroom heroes, such as dedicated educators and aid workers continue to demonstrate the adaptability and resilience of learning spaces in response to war and domestic unrest. This blog contribution aims to showcase several examples of how schools adapt during crises, often a result of the sacrifice of school and community leaders. The impact of persistence in creating safe learning environments for displaced students and their families will also be highlighted, inspiring readers to transform their emotions toward this matter into meaningful action through proposed advocacy initiatives.

Photo credit: Ahmed Elfatih Mohamdeen, UNICEF.

For over a year, nearly all of Sudan’s youth have been out of school due to an increasingly volatile armed conflict between military forces within the country. Leading to arguably the largest displacement crisis in the world, the ongoing crisis in Sudan has seen over ten million internally displaced persons (IDPs) since April of 2023. During this time, schools and public institutions have served as critical places of refuge (IOM, 2024). In less targeted parts of the country, such as Sudan’s Eastern city of Kassala, community aid workers have repurposed schools into vital shelters for the families of displaced students.

Although addressing the immediate needs of displaced communities by providing clean water and meals, these shelters are future-focused, designing comprehensive curricula for students seeking refuge by emphasizing psychological counseling and concertedly maintaining academic proficiency in subjects studied before April of 2023 (UNICEF Sudan, 2024). Such approaches to supporting displaced students and their families during crises serve as a critical balm to war and displacement-related trauma that often causes many to harbor feelings of hopelessness for the future. At the same time, as the rate of civilian casualties and displacement rapidly increases in Sudan, the imminent risk of schools being targeted due to their high capacity beseeches international assistance.

Photo credit: UNRWA.

With a time-honored characterization of vibrant cultural celebrations and community-focused learning environments, Gazans have unveiled a new level of perseverance in the face of one of the worst humanitarian crises in the territory’s history. Since October 2023, nearly all of Gaza’s two million population has been displaced due to indiscriminate Israeli airstrikes, half of which are children (UN News, 2024). Much of the displaced population is unhoused, seeking shelter in tents or schools-turned-shelters, a concept familiar to Gazans since decades before the Israel-Hamas War (UNICEF State of Palestine, 2017). Despite nearly 85% of schools in Gaza reporting damages as a result of targeted peripheral bombing, schools in Gaza have served as heritage-preserving spaces, overcrowded shelters, and psychological support centers (UNRWA, 2024). Still, volunteers and shelter-seekers have championed efforts to establish some sense of normalcy and renewed excitement for learning in Gaza’s displaced students, instilling a profound sense of hope and empowered pursuit of education in the face of destruction within the twenty-five-mile strip.

By exemplifying the multifaceted nature and adaptability of schools in conflict-affected areas, schools and their volunteers have shaped the international community’s approach to assisting displaced communities by emphasizing the need for providing sociopsychological, physical, and academic support for civilians. However, this influence isn’t limited to international organizations. The innovation of such spaces cultivates a sense of belonging and a passion for continued learning among youth, inspiring some displaced children to aspire to become aid workers and community volunteers dedicated to supporting those in need.

Photo credit: UNICEF, Benekire.

Such is the case of Delphine in the Democratic Republic of Congo (DRC), who, despite not being in a classroom for over a year due to armed intercommunal violence, hopes to be a humanitarian aid worker to help children with shared experiences. It is important to note, however, that such dreams cannot be attained unaided. Wishful thinking alone will not end conflicts that result in the displacement and jeopardy of education for millions of children around the world. The global community, at every level, must forge clear and lasting commitments to ending conflicts and restoring schools as safe and stable learning environments for forthcoming generations. Concrete actions can be taken at every level, including:

Supporting local efforts to alleviate suffering abroad: The United States and the international community do not face a shortage of advocacy groups in need of assistance to amplify the voices of displaced students. Such groups exist at GW, including No Lost Generation, which works with DMV-based organizations to raise funds for resettled communities. In the past, this student advocacy group has contributed to the Palestine Children’s Relief Fund and the International Blue Crescent. This year, it will be supporting the Ethiopian Community Development Council.
Engaging with the offices of elected officials to advocate for safe learning and provision of humanitarian assistance to children in crises: Refugee and displaced community-support organizations such as the Jesuit Refugee Service host yearly Capitol Hill advocacy days for constituents to engage with lawmakers and their offices, advocating for the security of education and students in conflict areas.
Increasing intergovernmental commitment to students and schools from armed conflict: The Safe Schools Declaration, an effort championed by the governments of Norway and Argentina, has been signed by 120 countries and has been supported by high-ranking UN officials. This declaration ensures a commitment to ensuring safe learning for all students, both within the country of a signatory and abroad.

Amid ongoing conflicts and their impact on children’s education, schools have proven to be resilient spaces that provide displaced children with refuge, a sense of belonging in the present, and hope for the future. The courage of educators, aid workers, and volunteers demonstrates the critical role these institutions play in the intellectual and socio-emotional development of youth in times of crisis. Yet, the road to lasting change requires more than just resilience; it demands collective action. By supporting local efforts, engaging with policymakers, and advocating for international commitments, we can work towards ensuring that all children have access to safe, quality education. The best time for this commitment to have turned to action was when the first groups of displaced children sought refuge in schools. The second best time is now.

References

10 of the biggest problems facing education in 2024. (2024). Concern Worldwide. https://www.concern.net/news/problems-with-education-around-the-world

A day at a safe learning space. (2024) | UNICEF Sudan. https://www.unicef.org/sudan/stories/day-safe-learning-space

DTM Sudan Mobility Update (07). (2024). IOM, UN Migration. https://dtm.iom.int/reports/dtm-sudan-mobility-update-07?close=true

Education Under Attack: Restoring Learning for Children in Gaza. (2024). UNRWA.

Gaza’s displaced children: ‘A heartbreaking story of loss and grief.’ (2024). UN News. https://news.un.org/en/gallery/1146372

Gaza schools equipped as shelters in preparation for future emergencies. (2017). | UNICEF State of Palestine.

January 29, 2025January 29, 2025

Desperate

“Desperate” is a nine-minute documentary produced and directed by Hosai Rasuli and Zahra Rahimi, who were high school seniors at the time of its creation. This documentary features interviews and discussions with four Afghan women who share their experiences of living in both Afghanistan and the United States. The purpose of the film is to shed light on the tragic events of August 15, 2021, in Afghanistan and their profound impact on the Afghan people.

Complemented by artwork created by Hosai Rasuli, the documentary visually represents these stories for a deeper understanding of the situation. The narratives are presented without scripting or heavy editing to preserve their natural flow and fully convey the depth and authenticity of each story.

The documentary has been screened multiple times in the city of Alexandria, at George Mason University, in various churches, and most notably at the AMC Theater in Times Square, New York City. It has been featured in The Washington Post and was selected for The Annual All-American High School Film Festival.

January 21, 2025March 24, 2025

Ukrainian Universities Responding to War: Displacement and Resilience

By: Alisa Demina and Olha Poliukhovych

Peer Reviewed By REAL Members

We are grateful to our colleagues from the Refugee Educational Advancement Laboratory at the George Washington University for inviting us to share the current state of Ukrainian universities under ongoing attack by Russian forces over the past two years and 10 months. It is paradoxical and ironic that as we are filing this essay in December of 2024, yet new waves of blackouts continue throughout the country and provide new evidence of the unending assault on our educational institutions.

In September alone, the month when the academic year begins in Ukrainian schools and universities, Russia attacked the buildings of Sumy State University¹, V. N. Karazin Kharkiv National University², and The Heroes of Kruty Military Institute of Telecommunications and Information Technology in Poltava³.

In the aftermath of Russia’s full-scale attack on Ukraine on February 24th 2024, numerous schools, libraries, museums, and universities have been damaged or completely destroyed. In the third year of the full-scale war, it has become abundantly clear that Russia’s aim is to completely destroy Ukraine and its future. To accomplish that goal, universities have become prime targets not only as physical buildings but also and perhaps most importantly as manifestations of intellectual and critical thinking.

In addition to every-day challenges such as interrupted distance education, air alerts, student mobility, blackouts, financial issues, and stressful conditions for students, academic and administrative staff, the Ukrainian system of higher education as a whole has encountered new challenges, which we elaborate upon below. Nevertheless and, despite such complex circumstances, Ukrainian universities have not stopped their work.

Since the war began in 2014 by Russia’s occupation of parts of the Donetsk and Luhansk regions, 19 universities from these regions have been displaced⁴. The story has repeated itself – since the full-scale invasion in February 2022, nine more institutions have been added to the list of displaced Ukrainian universities⁵.

Responding to the challenges caused by Russia’s unprovoked invasion, Ukraine has developed policies aimed at integrating displaced universities to allow students from the temporarily occupied territories to complete their studies and to obtain diplomas from Ukrainian universities. Since 2014, the current president of Kyiv-Mohyla Academy, Dr. Serhii Kvit, has played a crucial role in this process, initially as Minister of Education and Science (2014-2016). Almost ten years ago, after several months of the invasion of Russian forces of the Donbas (November 24, 2014) Dr. Kvit stated that “There are a significant number of people who cannot leave for various reasons. In such cases, when it is not possible to move to study in other regions, but there is a desire to receive Ukrainian diplomas or certificates, we will develop mechanisms according to which students will receive Ukrainian documents. Obviously, these will be forms of external or distance learning.”⁶

Notwithstanding the difficult process of relocation examples from three major universities give us a model. Vasyl Stus Donetsk National University moved to Vinnytsia and Taras Shevchenko Luhansk University moved to Starobilsk (Luhansk region) in 2014, and when that city was occupied in 2022, it moved to Poltava. In 2016 V.I. Vernadsky Taurida National University was formally reopened in Kyiv, having been relocated there from the annexed Crimea.

With the full-scale invasion in 2022, nine more universities became displaced. However, previous experience of resilience and a flexible approach helped these universities implement changes more efficiently and quickly.

A study of the School for Policy Analysis at Kyiv-Mohyla Academy found that, “The system of higher education overcame the hardest initial stage of the full-scale war with as little turbulence as possible. Both the relevant state bodies and the universities themselves managed to ensure all stages of the educational process, resuming studies after a several week-long break and the shock of the full-scale invasion, organizing the completion of the academic year and the commencement of the new one, conducting an admissions campaign, which for most institutions followed an optimistic scenario.”⁷

Currently, Kyiv-Mohyla Academy is taking part in two large educational programs in cooperation with displaced universities, among others. These include Kherson State University, now based in Ivano-Frankivsk, and Mariupol State University, which was relocated to Kyiv in 2022.

Mariupol State University, with over 3,500 students, is the leading university of Mariupol, a city that suffered some of the worst destruction and Russian terror at the start of the full-scale invasion in 2022. Mariupol is temporarily occupied by Russia, but its biggest university has been preserved, which provides some measure of hope and continuity.

The experience of Berdiansk State Pedagogical University (Zaporizhzhia region), which was also relocated in 2022, highlights the concept of “Universities Without Walls”, the idea of an institution remaining flexible and accessible enough to provide education that is able to transcend physical boundaries. “The university community currently exists in a virtual format, with staff and students in different parts of Ukraine and the world,”⁸ write researchers from Berdiansk State Pedagogical University. The use of digital technologies and online platforms allows universities to maintain academic engagement and deliver quality education, even in the face of displacement.

Supporting displaced universities is one of the main educational priorities in Ukraine. In addition to the efforts of the state, the role of cooperation with partner universities, both within Ukraine and abroad, is equally important. These partnerships provide important resources, expertise, and opportunities for displaced universities to continue their educational mission despite the challenges of war.

https://kyivindependent.com/russian-forces-strike-university-building-in-sumy/ ↩︎
https://www.ukrinform.ua/rubric-regions/3908565-u-harkovi-vnaslidok-udaru-20-veresna-buv-poskodzenij-universitet-im-karazina.html ↩︎
https://www.ukrinform.ua/rubric-regions/3908565-u-harkovi-vnaslidok-udaru-20-veresna-buv-poskodzenij-universitet-im-karazina.html ↩︎
https://www.kmu.gov.ua/npas/248633920 ↩︎
Мазур, В. (2023). Підвищення ефективності управління освітніми закладами в умовах війни: виклики та перспективи. Науково-аналітичний журнал “Освітня аналітика України”, (7), 87–104. Інститут освітньої аналітики. https://science.iea.gov.ua/wp-content/uploads/2023/10/7_Mazur_324_2023_87-104.pdf ↩︎
https://www.facebook.com/UAMON/photos/a.682263271800254/991153410911237/?paipv=0&eav=AfYpvlwtVR8-NDBwZKrPDv_xd5Gb8vVqnNHaV7NTmD1NdxlsACxEQ_EKKIZFGjubkWc&_rdr ↩︎
Школа політичної аналітики НаУКМА. (2023). Університети під час війни: Від закладу освіти до соціальної місії. Національний університет “Києво-Могилянська академія”. https://spa.ukma.edu.ua/wp-content/uploads/2023/01/Universytety-pid-chas-viyny-vid-zakladu-osvity-do-sotsialnoi-misii-doslidzhennia-SHPA.pdf ↩︎
Lopatina, H., Tsybuliak, N., Popova, A., Bohdanov, I., Suchikova, Ya. (2023). Innovation in the educational sector: Challenges and perspectives in the context of the Ukrainian war. Problems and Perspectives in Management, 21(2), 53–63. https://www.businessperspectives.org/images/pdf/applications/publishing/templates/article/assets/17920/PPM_2023_02(si)_Lopatina.pdf ↩︎

January 16, 2025January 16, 2025

Reflections on the DMV Regional Convening for Refugee Students in Higher Education

By MaryAnn Chiu

Peer Reviewed by REAL Members

The DMV Regional Convening for Refugee Students in Higher Education was a one day convening hosted by The National Association of Higher Education Systems (NASH) Refugee Resettlement Initiative (RRI) and the George Washington University’s Refugee Educational Advancement Lab (REAL). Gathering researchers, practitioners and students from the DMV area, the convening aimed to discuss opportunities and challenges students with refugee backgrounds face when accessing and navigating higher education, come up with best practices to support them, and build a community of practice for further collaboration and action.

The Refugee Educational Advancement Lab organizing team

Reflections

Centering the Voices of Refugees

A common theme I noticed throughout the convening was the importance of centering the voices of refugees. Olufikayo Abiola Akintola, an alumnus of the International Education Program (IEP) at the George Washington University (GW) highlighted centering refugees’ voices as a key principle in conducting refugee-related research. This principle was also reflected in GW’s IEP faculty, Dr. Jihae Cha’s use of storytelling and participatory approaches in understanding Afghan boys’ sense of belonging in school. Instead of sticking to preconceived research agendas, participant-driven research first and foremost listens to refugees’ voices, providing a space for their thoughts to be heard. The assistant director of the First-Gen+ Center at George Mason University (GMU), Rommel Aguilar Cardenas further corroborated this point by calling for a narrative shift from a deficit-viewpoint to an asset-based approach, focusing on what refugees can do instead of what they cannot. It is essential for the higher education community to view refugees as human beings with agency and a voice of their own.

The Significance of Student Initiatives in Higher Education

The student leader panel was living proof that students with refugee backgrounds are far from voiceless. Dudi Miabok is a graduate student with a refugee background who co-founded Elimisha Kakuma, a global initiative supporting youth in the Kakuma refugee camp in Kenya to access higher education. As someone who has first-hand experience transitioning from a refugee camp to a US higher education institution, he affirmed that “If a door is open for me, I will make sure it’s open for everyone.”

Similarly, student leaders like Ayman Habib and Sosan Barakzai viewed their refugee backgrounds as assets that enabled them to understand, connect, and support refugee students in a personal and profound way. Seeing all these student leaders come together to share their work in advancing refugee access to higher education was incredibly inspiring. As a student leader myself, I felt a strong sense of solidarity that there are so many students out there who care about refugee education, and are taking action to make a change. Ayman stated encouragingly that mobilizing students is not as daunting as one thinks. “All it takes is finding students who care.”

Time and time again, students have shown that they can make an impact, and that their voices matter. Amina Iman, the Director of government relations at GW’s No Lost Generation stressed that faculty and institutions should view students as stakeholders in the field. Students provide a wealth of knowledge in the sphere of refugee higher education, and their contributions are not to be underestimated. “Take advantage of the youthful inexperience we have”, Dudi said, emphasizing that an invaluable asset of students is that they are not afraid to dream big. Ayman aptly summarized the significance of working with students by asserting that “students are the voices of higher education.”

The Nitty-gritty of Welcome Corps on Campus (WCC)

The afternoon commenced with two breakout sessions involving current Welcome Corps on Campus sponsors and prospective sponsors, respectively. The Welcome Corps on Campus is an initiative where Universities sponsor students with refugee backgrounds for a 12-month period, providing logistical, financial, and academic support to help them in their higher education journey. I was fortunate to attend the current WCC sponsors session led by Laura Wagner, the Director of Refugee Student Initiatives at the President’s Alliance on Higher Education and Immigration. During the discussions, I had the opportunity to have a glimpse of the nitty-gritty of running the Welcome Corps on Campus. Hearing all the hard work involved in making the Welcome Corps on Campus happen made me appreciate the sponsors even more, and reminded me once again that this is a group effort and cannot be achieved on one’s own.

Another essential component of Welcome Corps on Campus is the pre-college preparation. One of the co-founders of Elimisha Kakuma mentioned what a big leap it is to transition from a camp-based highschool education in Kenya to higher education in the US. She goes on to say that despite this leap, “our students at Elimisha are prepared.” Prior to entering the US campus, sponsored students are provided with thorough training on how to use a laptop, navigate online platforms, send emails, and write essays. These are skills that may be unfamiliar to refugee students, and yet are often expected of them prior to entering college. Thus, it is important to remember that students do not just need support when they are in college, but that preparations should happen long before they step into the campus.

It truly takes more than a village to sponsor a student, but this convening assured me that it can be done.

Emerging Questions

As with most convenings like this, as answers are provided, new questions emerge. One question that really came to mind was when Dudi brought up the importance of recognizing refugees as people instead of some far away statistic or data. I absolutely agree that the quantification of refugees in the media and in research can be extremely dehumanizing. On the other hand, I also think presenting data on refugees can play a role in raising awareness and increasing understanding of the issue at large. With that in mind, how can we present data about refugees while still centering their humanity?

And perhaps another pressing question for me, and I trust, for the numerous attendees who have been greatly inspired by the event: how can we keep the momentum going in our everyday work and life?

For me personally, maintaining connections from the convening is a great way to keep the fire burning. This not only paves the way for future collaboration but allows the conversation to continue. Although I do not have all the answers, joining the Refugee Educational Advancement Lab has inspired me to view the convening as a starting point for change, and to continue to participate in initiatives that support students with refugee backgrounds. For although convenings are important, it is what we choose to do after, that really makes a difference.

Concluding Remarks

It was a joy to attend the convening and be a part of the organizing team. I still recall the day in early September, when the convening was still a concept written on paper. To see this idea come to fruition and people from different age groups and backgrounds coming together because of a kindred care for refugees, made me hopeful that together, we can do so much more.

December 3, 2023December 3, 2023

Creating a Safe Space for Children in the West Bank: A Reflection on Teaching in Nablus

By: Emily Zanieski 12/2/23

Peer Reviewed by REAL Members

“Miss Emily…Miss Emily,” I heard as I started my journey into Nablus’ Old City after spending my day creating lesson plans for my upcoming week of English classes. From the hill adjacent to my path came two 7-year-olds running down to greet me with hugs and high-fives before introducing me to their family who worked in a local shop across the street. Two weeks later, I would run into the same children. This time, when taking me to their family, I was met with tea and we exchanged stories about our lives, each using each other’s native language. This was just one of the many experiences I had while teaching in Palestine this past summer.

Prior to arriving in Palestine, I had no experience teaching children, making lesson plans, working with co-teachers, or leading a classroom. What I did have was a strong passion for making education more equitable in emergency contexts and an open heart. Having just finished my first year at George Washington University, I was eager to have the opportunity to take what I had learned about working in education in emergency situations and apply it in my work as a teacher. That being said…I was extremely nervous. While I had talked about the importance of social emotional learning (SEL) for refugees during my Education in Emergencies course in the spring, I was unsure if I was the right person for this job. Although I speak Arabic and have been engaged with Middle Eastern studies since my undergraduate career, I also knew I was coming to Nablus as a white American who did not have any experience with displacement or conflict. As a firm believer of participatory processes in education, I knew that although I would be teaching students my native language, I would be learning from them, my other teachers, and locals what Palestinians in Nablus experience daily. Luckily, at Tomorrow’s Youth Organization (TYO), I worked alongside local Nablusi teachers, learning what SEL meant for their students both inside and outside the classroom.

TYO is an American non-profit organization based in Nablus that supports refugees and marginalized communities through holistic approaches to education, focusing not only on academic goals but addressing the physical, social, and emotional needs of their students. By hiring local staff, TYO has successfully fostered relationships, built rapport and gained credibility across Nablus as a leader in education. During the summer, TYO runs two summer camps focused on developing students’ English-language abilities and SEL skills. To achieve their goals in developing students’ English, TYO brings native English speakers from around the world to lead daily English lessons, among other activities. In implementing SEL in the classroom, TYO utilizes the World Bank’s Step-by-Step toolkit to promote skills in self-awareness, self-regulation, social awareness, positive communication, determination, and responsible decision making. Prior to the first summer camp, TYO’s teachers participated in a localization training so they could adjust the World Bank’s toolkit to fit the needs of students in their classrooms. Going through my program orientation and meeting weekly with my 2nd grade teacher helped me get a better understanding of what locals believe should be taught, and we worked together to make lesson plans that would promote our educational goals while ensuring students had fun.

Believing that education for children must go beyond academic solutions, I worked to incorporate daily SEL goals into my lessons. One of my students’ favorite lessons was the day we focused on self-awareness and love through the creation of a “I love myself” mirror. At the beginning of the lesson, we practiced the body parts vocabulary through dancing along to “head, shoulders, knees, and toes”. Afterwards, we worked on crafting a mirror so students could see themselves and begin identifying things they liked about themselves. On the handle of the mirror, students were encouraged to write their names and practice writing the phrase “I love me” in order to promote the idea of self-love and self-esteem. As students came up to me, showed me their mirror, and pointed to themselves while saying “I love me,” I couldn’t help myself from smiling and making sure that they knew they were loved by their family, friends, and teachers as well.

*One of my students making his “I Love Myself mirror”*

Besides seeing firsthand the positive impact SEL can have for refugee students, the biggest takeaway from my time in Palestine, both in planning my lessons and in teaching, was learning how to be flexible.

Throughout the West Bank and Gaza, prolonged school closures due to the COVID-19 pandemic, compounded with “widespread security constraints and teachers’ strikes” (UNICEF, 2023) has resulted in Palestinian students receiving disrupted education, and in many cases, no education at all. For many of my 7 and 8-year-olds, they had not been in a classroom for three years. Because of this, my expectations on what I believed students ‘should’ know coming into class drastically changed in the first 30 minutes of my first class. In my first lesson, this meant changing my lesson in the middle of class, adjusting to have students introduce themselves and their favorite color instead of their favorite activity. By the end of my summer, this meant spending multiple days on 1 topic and introducing it in new ways to test if students understood the concepts I was teaching.

I also had to learn how to be flexible purely because of the situation in Nablus. City-wide closures and randomly occurring raids in refugee camps meant that at best, some students were not in class, but oftentimes meant that students were not coming in for the day. The clearest example of this was when Israeli airstrikes and ground operations in Jenin–a city roughly one hour away from Nablus–prevented students from coming to TYO for an entire week due to safety concerns. The 14 days of summer camp students were promised turned into 9. Disruption to children’s education must inspire us to seek out new and innovative ways to increase educational opportunities for students affected by crisis and conflict.

My summer in Nablus was truly an unforgettable experience. It is one thing to sit in Washington DC and talk about refugee education; it’s another thing to be in the classroom teaching students who have experienced life as a refugee. For people looking to work in the field of international education, especially for those interested in education in emergencies, I would encourage seeking out opportunities that allow you to learn from local communities. I believe that by working alongside and listening to the locals about the support they need from the international community, I have become a better advocate for education, not only in Palestine, but across the world.

March 6, 2023March 13, 2024

The Next Step in Welcoming Refugees: From Encouragement to Empowerment in Host-Country Education Systems

By: Amina Iman 3/6/23

Peer Reviewed by REAL Members

“It is time to honor pledges to help refugee children get an education. It is time to turn the tide.”

– Filippo Grandi, Commissioner of the United Nations High Commissioner for Refugees

Consider this: As of May 2022, 100 million individuals have been forcibly displaced, among whom are refugees who have crossed international borders due to a well-founded fear of persecution (USA for UNHCR, 2022). Upwards of 50 percent of all refugees are children, which, compared to the 2021 UNHCR statistic of 27.1 million refugees worldwide, equates to about 13.6 million children (UNHCR – Children). Of this number, the UNHCR Education Report for 2022 indicates that only six percent of refugees are enrolled in tertiary levels of education in host states worldwide. Thus, with less than one million refugees enrolled in universities worldwide, we need to re-evaluate our efforts in welcoming and empowering refugees. Further, even when refugees do have access to higher education, there are myriad challenges, such as a lack of educators with training in how to accommodate refugee students, complex university admission policies, and a general lack of community support for newly settled refugees that serve as barriers to educational access (Schorchit, 2017).

Initially, it may be difficult to understand why countless refugees seek out opportunities to apply to universities within their host states but then seldomly submit applications, or why the youth who were once known in their homelands for their athleticism never make it to sports tryouts following relocation. The National Education Association provides some answers to such questions: there are multifaceted barriers to pursuing education post-resettlement that are centered around a lack of sense of belonging and supportive mentors. Thus, even if opportunities for refugees to enroll in educational institutions and extracurricular activities did exist, they still do not translate into refugees feeling welcomed or empowered to join. In order to see higher numbers of refugees present in such environments and undertaking opportunities, the leadership and contribution of empowerment-based groups and mentors are needed.

Globally, as host communities, we need more mentors that support and embolden refugees to carry out their aspirations, not just ignite those interests. Even so, empowerment-focused initiatives for refugees must not be replicated per host community but should instead be uniquely crafted to cater to the needs of local and typically heterogenous communities. Such programs allow for growing communities—comprised of refugees and inhabitants of a host community—to collectively expand their knowledge of cultures and experiences distinct from their own in addition to which forms of aid are most successful in uplifting refugees to reaffirm their belonging. One of the leading refugee empowerment-based programs in the United States is the Nashville International Center for Empowerment (NICE), which is beneficial for both providers and recipients of aid. Program leaders expand their leadership capabilities by engaging with individuals of varying circumstances, and receivers experience advances in education and general resettlement-related needs. Further, such programs serve as a stepping stone for refugees and neighbors alike through their multifaceted approach to engaging in refugee resettlement and support efforts. With an intent to create programs and initiatives designed to bridge gaps in educational and societal institutions, host communities can benefit from empowerment initiatives by making empowerers accessible in every aspect: a classmate in a newly resettled students’ high school, a chief officer of a local well-known multi-branch corporation, a cashier at a frequented produce store, or a first-responder. Thus, more widespread and accessible information on how to help resettled individuals fosters a communal desire to see refugees welcomed and ushered toward resources that make success seem possible despite past roadblocks.

Practical approaches to enhancing the refugee student experience, in particular, are pivotal for sustaining their chances of educational and occupational success. Without changes in existing curricula and communal refugee support systems, host countries could be deepening the negative impacts of underutilization of immigrant and refugee communities despite their vast skill sets in the U.S. (migrationpolicy.org). Through refugee empowerment programs, curricula centered around outlining opportunities, encouraging students to take action, and ultimately empowering them to follow through with their interests upon resettlement, can administer the process of uplifting generations projected to remain disenfranchised.

One method through which educators and community members can increase feelings of inclusion and empowerment among refugee students is by highlighting global refugee achievements in history and current events courses. If history curricula begin to include individuals like astronaut Muhammed Ahmed Faris, a Syrian refugee in Turkey who became the first refugee to go to space (Gart, 2017), or if current events-related courses mention that over six elite refugee football players competed in the 2022 World Cup (Kwek, 2022), refugee students can be empowered to persist in the pursuit of their interests. Further, the traits some may be embarrassed by post-settlement: multilingualism, cross-cultural understanding, diverse geopolitical knowledge, and ability to interact with varying groups of individuals can be seen as tools to allow them to reach new heights that may have previously been unimaginable. When students are able to ‘see themselves’ in their classroom lectures and see strength in their previously manifested weaknesses, they transition from being encouraged to empowered and determined. With refugee success and empowerment in mind, local host communities can begin turning the tide for ensuring a future where resettlement doesn’t serve as the beginning of the end for the dreams of refugees.

References:

Schorchit, N. (2017, March 21). Despite Inclusive Policies, Refugee Children Face Major Obstacles to Education. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/despite-inclusive-policies-refugee-children-face-major-obstacles

Gart, O. (2017). Halil Altindere’s ‘Space Refugee.’ Art Agenda Reviews. https://www.art-agenda.com/criticism/239785/halil-altindere-s-space-refugee

Immigrant College Grads are More Likely to Have Advanced Degrees and Higher Incomes Than the U.S. Born Yet Some Still Face Skill Underutilization, Analysis Finds. migrationpolicy.org. (2022, December 15). https://www.migrationpolicy.org/news/us-college-grads-piaac

Kwek, K. (2022, November 30). World Cup: From Refugees to Elite Footballers. The Straits Times. https://www.straitstimes.com/sport/world-cup-from-refugees-to-elite-footballers

Nashville International Center for Empowerment (NICE), https://www.empowernashville.org/.

Refugee Statistics. USA for UNHCR. https://www.unrefugees.org/refugee-facts/statistics/#:~:text=By%20the%20end%20of%202021,53.2%20million%20internally%20displaced%20people.

United Nations High Commissioner for Refugees. (2022, September). UNHCR Education Report 2022 – All Inclusive: The Campaign for Refugee Education.

United Nations High Commissioner for Refugees. UNHCR – Children. UNHCR | USA. https://www.unhcr.org/en-us/children.html#:~:text=Over%20half%20of%20the%20world’s,sometimes%20separated%20from%20their%20families.

January 11, 2023August 30, 2023

The Temporary Protection Directive – a Model for Responding to Refugee Crises?

By: Jessica Crist and Bernhard Streitwieser

Peer reviewed by REAL members

On December 13th, two REAL members attended an event at the Migration Policy Institute (MPI) in Washington, DC on the European Union’s (EU) Temporary Protection Directive (TPD), an initiative set into motion by the EU on March 4th, 2022 in response to the Ukrainian refugee crisis. The TPD was established in 2001. However, it was not used until the war in Ukraine set off an avalanche of human displacement. Monique Pariat, Director General for Migration and Home Affairs of the European Commission, discussed this initiative with MPI Director of International Programs, Meghan Benton. Understanding the EU’s initiative provides valuable lessons to U.S. policymakers who currently struggle to reform migration policy, especially for Central American migrants.

Background

All available figures today attest to an unrelenting rise in global human displacement.

Displacement figures are the highest since World War II. In 2015, the International Organization for Migration (IOM) estimated a global migrant count of 249 million. Only five years later, this estimate grew to 281 million, which is equivalent to the entire U.S. population in 2000. This was a 3.37 to 3.60 percentage increase in statelessness in just five years: 32 million more people losing everything. For context: Canada’s population of 36 million is only slightly larger. Imagine nearly every Canadian losing their home, giving up their livelihood, leaving loved ones behind, and being stripped of their identity.

Among the many factors that contribute to global statelessness – war, civil strife, gang violence, ecological disaster, corruption, and religious and social intolerance – the U.S. military withdrawal from Afghanistan in August of 2021 and the unprovoked Russian military invasion of Ukraine in February of 2022 played prominent roles. The resulting sudden population influxes often stress, and potentially limit, the available systemic resources that governments, civil societies, and institutions have to respond. These disruptions also often trigger negative sentiment, sometimes violent, towards migrants.

Those seeking asylum in the U.S. in recent years were met with nationalist policies attempting to halt migration by separating children from their parents or imposing quotas under the guise of prolonged public health crises (Title 42). The continuing migration crisis at the U.S.-Mexico border and the political stalemate regarding Title 42 exemplify the need for more open and welcoming migration policies. The perception of control created by TPD has swayed EU public opinion to be more welcoming toward migrants. Additionally, the social and financial benefits provided to migrants through TPD have allowed migrants to better integrate into EU society. Moving forward, existing positive and widely-accepted response models must be explored and cultivated into practice.

The Potential Impact of the Temporary Protection Directive on U.S. Policy

The TPD is authorized annually and has been extended through March of 2024 because the Ukrainian crisis continues. Pariat explained that the TPD is not only a “massive investment by the EU” regarding humane migrant reception, but also an equally important investment in demonstrating orderly and successful migration management to all citizens. In the U.S. and in the EU there are some similarities in the reasoning behind the asylum debate. However, the circumstances are distinct: Ukrainian refugees flee to the EU to escape war, while Central American migrants flee to the U.S. to escape poverty and crime. Even so, adopting policies similar to TPD could improve U.S. public opinion on migrants, control chaos at the border, and provide essential services to incoming migrants.

TPD created a perception of order for EU citizens. MPI director Dr. Andrew Selee explained “the perception of order and control gives it credibility; it’s not so much about the money….Perception is the key.” Credibility is important to counterbalance anti-immigration sentiment, which also includes accusing their political opponents’ efforts as exacerbating what they see as gross government misspending.

Rising nationalism in the U.S. has influenced attacks on the current government and pushed the financial responsibility for migrants onto liberal-leaning states. The “migrant buses,” which forced migrants from the southern border to northern states on frigid Christmas Eve, is only the most recent egregious example. The TPD’s financial and political success is, in part, owed to its impression of order and control, which garners public support for migrants. The U.S. could adopt similar policies to reform their migration system. Doing so would foster a more inclusive public attitude toward incoming migrants.

The social and financial benefits provided to Ukrainian migrants by TPD also aid in the wider integration process. TPD gives refugees access to social benefits, education, economic mobility, and medical care. Pariat explained that TPD creates a “talent pool,” aiming to match Ukrainian migrants with labor market shortages in their host country. As there is no U.S. equivalent for U.S.-Mexico border migrants, those who are bused to various U.S. cities receive humanitarian relief from mutual aid groups, churches, and civilian volunteers. By crafting an integration policy comparable to the TPD, the U.S. government could support essential migrant services rather than rely on local efforts and civilian funds. Public perception would be improved by the control and organization demonstrated by the policy.

The U.S. Temporary Protective Status and the EU Temporary Protection Directive

The U.S. government’s Temporary Protective Status (TPS) policy allows migrant populations from certain countries to stay in the U.S. legally while seeking asylum. However, TPS does not include a pathway to permanent residency. Similar to the EU’s TPD, in the U.S. the TPS policy must continue to be renewed. The TPS program in the U.S. can be renewed for 6, 12, or 18 months at a time, depending on the situation in the designated country. TPS allows beneficiaries to apply for a work permit, but, in contrast to Europe’s TPD, does not award social benefits. This major shortcoming continues to leave most migrants in economic precarity. The goal of the TPD is to integrate Ukrainian migrants into EU society through essential service provisions, while TPS is designed to be temporary in nature and only prevents the immediate deportation of those temporarily approved migrants.

Can the U.S. Emulate the EU’s TPD?

The U.S. government stands to learn from the EU’s TPD by adopting similar policies and contextualizing them to create an organized process supporting humane and orderly migration at the southern border. This would concurrently aid in building positive public reception and inclusion of migrants. Regarding the current discourse on the termination of Title 42 and the temporary nature of TPS, the U.S. urgently needs to attain a credible and organized immigration plan that will ease the strain on the migration system and align the two political parties on the best and most humane approach. Through lowered tensions and an assured orderly process that can be respectable to shelter seekers and also to the hosting communities along the border and further in the country, humanity may yet prevail. The EU’s TPD serves as a powerful next-generation model that U.S. policymakers should think about trying to leverage if they hope to more effectively address migration and humanitarian relief.

November 28, 2022November 28, 2022

Refugee and Migrant Education Network 2022 International Conference: Centering Refugee Voices Through Education

By: Alex Erickson 11/28/22

Peer reviewed by REAL members

“To risk leaving home and leaving everything behind showcases a profound hope for the future.”

Fr. Thomas H. Smolich, SJ, International Director for Jesuit Refugee Services

On September 26-28th, 155 people from 27 countries came together to share perspectives, ideas, practices, and more at the Refugee and Migrant Education Network 2022 International Conference. The network was created in 2016 as a consortium of universities committed to refugee and migrant education. I had the incredible opportunity to participate in a workshop where I presented research on American immigration policy and its effects on refugee education, alongside sharing details about an upcoming project from REAL. During the conference, I realized that the underlying theme was that we, whether that be society, NGO’s, other refugee education stakeholders, or more, are not doing enough to help refugee and migrant populations globally. After the panels, workshops, and discussions, it became clear that only through education can we equitably serve refugee populations and provide the opportunity for them to pursue their dreams and live out their true potential as people. One of the opening speakers, Thomas Smolich, International Director for Jesuit Refugee Services, stated that only 5 percent of all refugees have access to higher education institutions. Furthermore, Smolich shared that 75 percent of refugees live in exile for over five years, while averages are closer to that of 25 years (Dryden-Peterson, 2016). Although there are organizations working to combat these alarming statistics, more needs to be done. Throughout six plenary sessions, seventeen workshops, and two panel discussions, experts and leaders in the field of refugee and migrant education exchanged knowledge and deliberated what actionable solutions are needed to move forward and create sustainable change.

To me, the most moving and inspiring panel discussion was titled “Refugee Student Leaders: Overcoming Challenges Together.” The panel featured a moderator from UNHCR (United Nations High Commissioner for Refugees) and five refugee students from Sudan, The Democratic Republic of the Congo, Iraq, Afghanistan, and Burundi, all willing to share their experiences and their perspectives on the topic of refugee and migrant education. When asked about the importance of access to education for all school-aged refugees, they had many insights into how school was invaluable for them personally. One refugee student believed education was “…the light, the future, the next generation, giving one power and strength…” and that education is “the key to life” for everyone. Other panelists further explained the importance, stating that education equipped them with the skills necessary to give back to the community that they came from, and that although education does not guarantee someone success, it can prepare them for future opportunities. They added that education is not only within classroom walls, but that it exists everywhere and is multidisciplinary and multi-faceted, highlighting how important it is to provide education access for all refugees.

Later, a question was asked on whether there was a specific point in their lives that provoked their aspirations, leading to some insights into the resiliency of the panelists. In response, one panelist stated that her culture pushed her to pursue her dreams of becoming a successful professional in the medical field through education. She was able to stay resilient due to role model’s from her culture inspiring her to stay on her path to success despite being displaced. Another panelist shared that in grade school, their school burned down. After this, they remember thinking “How can we live a better life? How can I help those people around me?” While living in a refugee camp, they cited that they saw “many talented people, but no opportunity to showcase their talents.” This ultimately created a sense of resiliency in this student and they found that education was an avenue for them to give back to their community. Another panelist cited that their resilience came from failure. They felt that they were continuously rejected from college due to their race, but they persevered and were eventually accepted, which instilled a deep value of resiliency. All of these refugee students had certain points in their life that elicited resiliency and led them to use education to pursue their goals.

From the experiences and perspectives of these panelists, it was made clear to me that only through education can we begin to provide equitable opportunities to displaced people globally. All of the panelists were able to pursue education which allowed them to contribute to society with their full potential. One of the panelists is now a doctor and has been working in one of the largest hospitals in their new home country. Another panelist is studying economics while teaching English in a refugee school in her newly resettled environment. The third panelist, once a professional rugby player, obtained a business degree and is now pursuing a career as a diplomat. Another had to flee their country twice, but was able to become a dentist while also working as an interpreter for UNHCR. Lastly, one panelist holds a Master’s in Nuclear Engineering and is currently working on a global climate change initiative. He recently invented an energy-saving solution that has been implemented in refugee camps near his home country. Due to the permitting circumstances that led to educational access in their places of resettlement, these refugee student panelists were able to pursue their educational dreams and goals and have become incredibly successful in their own ways. Providing equitable access to education to all people, including refugees and migrants, benefits the community at-large. Had these refugee panelists not been able to pursue education to eventually become doctors, dentists, diplomats, nuclear engineers, teachers, and more, they would not have been able to positively impact their communities in the highly specialized ways that they do through their professional careers. How much human potential goes undiscovered due to barriers preventing the conditions necessary to pursue one’s goals through education?

The Refugee and Migrant Education Network’s 2022 International Conference showcased that there are many people in this world committed to eliminating these obstacles and increasing the accessibility of education for displaced people globally. Centering refugee voices and experiences can provide real world case studies of success and push us to continue to work on solutions for a problem that oftentimes feels insurmountable. The conference and panel with refugee student leaders helped provide insights into the ideal goal of our work in the form of refugee students receiving the education they deserve and achieving their goals despite their situation. We should continuously strive for a world where all refugees and migrants are treated equitably and have the opportunity to freely use education systems across the world as tools to help them pursue their dreams.

References

Dryden-Peterson, S. (2016). Refugee education: The crossroads of globalization. Educational Researcher, 45(9), 473-482.