Peer-reviewed article
Unlocking the power of education: understanding the value and challenges of education for unaccompanied asylum-seeking children
Haya Fakoush, Blerina Këllezi, Kay Bridger, Sara Bdeir ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This qualitative study looks at how education affects the wellbeing, sense of belonging and future prospects of unaccompanied asylum-seeking children. It draws on interviews with 13 care leavers who arrived as unaccompanied asylum-seeking children, 10 foster carers and 16 education professionals. The analysis found four themes: safety and trust, social connections and belonging, success and resilience, and equitable access. Schools and colleges can help young people rebuild ordinary life, but exclusionary practices, legal uncertainty and structural barriers can undermine this. The authors argue for trauma-informed, rights-based and inclusive educational practice.
Key points
- Interviews were held with 13 UASC care leavers, 10 foster carers and 16 education professionals.
- Four themes were identified: safety and trust, social connections and belonging, success and resilience, and equitable access.
- Educational establishments can help young people reconstruct ordinary life and develop psychological stability, social connection and future opportunities.
- Exclusionary practices, legal ambiguity and structural barriers can undermine these benefits.
- The study argues for trauma-informed, rights-based and inclusive educational practices.
Limitations
The abstract describes a qualitative study with a small sample and does not report the setting in detail, so it cannot show how common these experiences are or measure the effect of any particular educational approach. The country is taken from the metadata hint rather than the abstract text.
Abstract
Unaccompanied asylum-seeking children (UASC) face significant challenges shaped by forced migration, trauma, legal uncertainty, and systemic barriers in host countries. While education is widely recognised as important for integration, less is known about how educational experiences contribute to UASC wellbeing, safety, belonging, and future opportunities. Drawing on Kohli (2011), the Social Identity Approach to Health (Haslam, Jetten, Postmes, and Haslam 2009; Kёllezi, and Reicher 2012; Herman 1992) trauma recovery theory and human rights framework (UNCRC 1989), this multi-perspective qualitative study explores the role of education in supporting the wellbeing, integration, and success of UASC. The study analysed qualitative interviews with 13 UASC care leavers, 10 foster carers, and 16 education professionals. The analysis identifies four key themes: safety and trust, social connections and belonging, success and resilience and equitable access. The findings highlight that educational establishments can help young people reconstruct ordinary life, and develop psychological stability, social connection, and future opportunities. Simultaneously, exclusionary practices, legal ambiguity, and structural barriers can undermine these processes. The study advances understanding of education as social and institutional contributor to wellbeing, and argues for trauma-informed right-based and inclusive educational practices that support UASC wellbeing and long-term social inclusion.