EDINBURGH, Scotland — With rising conflict, forced displacement has increased. Children and young people make up a significant share of the displaced population. Among the numerous challenges they face, the lack of access to quality education is one of the most crucial. This lack hinders their prospects for a better, more stable future.

A Decade of Rising Forced Displacement

The last decade has seen a nearly doubling of displacement due to a substantial rise in conflict, persecution, violence, human rights violations and other incidents. These factors have significantly disrupted public order. By the end of 2024, the global forcibly displaced population had reached more than 123.2 million.

While the rate of increase slowed in the second half of the year, the number accounted for one in 67 people worldwide. According to the most recent reporting period, the first half of 2025, more than 117.3 million people were forcibly displaced worldwide. Of this total, close to 42.5 million were refugees, 67.8 million were displaced within the borders of their own countries, 8.42 million were asylum-seekers and 4.4 million were stateless people.

States deny stateless people nationality, consequently depriving them of fundamental rights such as education, health care and employment.

Forced Displacement and Education

Crises disproportionately affect groups with pre-existing vulnerabilities. This includes minority groups, girls and children with disabilities. According to the U.N., crisis-led displacement has resulted in more than 200 million children experiencing disruptions in education. In 2022 alone, children and young people accounted for more than 50% of the 100 million people who were displaced, many of whom lacked access to quality education.

Additionally, over the period from January 2020 to December 2021, attacks on education totaled 5,000, including cases of military use of schools. Further, 9,000 students and educators across 85 countries were victims of abductions, arrests, injuries or killings. In regions of armed conflict and political instability, school closures have put the education of the future generation of girls, refugees and other young people at risk.

As of 2025, more than 70% of the world’s displaced persons resided disproportionally in low- and middle-income countries, straining their education systems.

Refugee Education UK

The organization, founded in 2010, was initially named Refugee Support Network. In 2021, Refugee Education U.K. (REUK) adopted its current name to reflect its focus on education for young refugees. While focusing primarily on the education of refugee and asylum-seeking children and young people in the U.K. to maximize impact, REUK has, in recent years, introduced some international initiatives.

These include the Displaced Students Initiative, which enables a small number of refugees from Kenya’s Kakuma Refugee Camp to access higher education at U.K. universities. The program is part of a broader push to develop education-based pathways as safe routes for refugees to enter the U.K. In addition, the charity is involved in international research.

Barriers to Education

The Borgen Project spoke with Jack Curson, the Community and Partnerships Lead at REUK, who outlined four major barriers that refugee and asylum-seeking young people face in the U.K. education system: economic, cultural, practical and emotional. Many of these young people lack the financial support needed to access education and student loans are unavailable to asylum seekers.

Culturally, they face the challenge of understanding, navigating and accessing an education system that may differ significantly from that of their country of origin. Limited English proficiency and difficulties traveling to centers are key practical challenges. Emotional barriers include coping with trauma from their journeys.

REUK’s 2024-2027 Strategy

The organization’s 2024–2027 strategy is built on three pillars: Education Access, Education Thriving and Education Change. It aims to expand access to education from primary school through university for young refugees and to improve their academic and psychosocial outcomes. It also seeks to help create learning environments that are welcoming and supportive enough for them to succeed.

The organization has introduced several measures to improve access to education. These include a national Access to Education Advice Line, support for children and young people entering schools. It also offers assistance with entry into further and higher education institutions, such as through the Displaced Scholars’ Initiative.

To deliver the second pillar, Education Thriving, the organization focuses on building early skills through orientation programs and establishing mentoring and study groups to support academic learning. It also promotes educational well-being through social and emotional learning. The nonprofit’s third goal is to drive systemic change.

The U.K. lacks an overarching framework for integrating refugee learners into the education system and there are significant evidence gaps around which educational approaches work best for refugee children. REUK is addressing these challenges through research, policy work, youth advocacy and leadership and teacher training and professional networks.

Zahida’s Story

Over the years, REUK has supported numerous refugee and asylum-seeking children and young people. Zahida is one of them. She was born in Afghanistan’s Laghman province, where more than half the population lacks formal education and social norms make it extremely difficult for girls and women to attend school.

She grew up with a supportive family that not only encouraged her education but also challenged the community. They also advocated for equal rights for men and women. While fighting for the countless girls who dreamed of education but lacked access to it, Zahida lost her father and her young brother in separate incidents.

In 2018, she arrived in the U.K. with her four siblings, unable to speak English. That same year, she enrolled in college, where she continues to study. As she built friendships in London, she actively sought conversations with people from diverse backgrounds and shared her ambitions, including her goal of becoming a lawyer.

Instead of encouragement, she faced doubt. She received little support and many people told her she could not become a lawyer because of her limited English. Although this sometimes made her lose hope, she refused to give up.

She found the support she needed after starting her studies with REUK. She discussed her goals with her mentor, who believed in her and encouraged her, explaining that while nothing is easy, it is not impossible. Through REUK, she regained hope.

The organization introduced her to The Talent Tap and supported her throughout the application process. She was accepted and began the program in the summer of 2021. During the program, she developed skills in law, networking, business and public speaking.

She delivered her first presentation and received very positive feedback. Today, she believes that even if it takes time, she will achieve her goal.

Final Thoughts

As Curson from REUK put it, “For young people who’ve experienced displacement and trauma, education provides a key foundation for recovery, imagining a successful future, enhancing their individual well-being and laying a foundation for participation in U.K. society.”

Education plays a crucial role in the journey of refugee and asylum-seeking children and young people as they rebuild their lives. Education gaps, therefore, need to be closed to provide quality education to all children and young people, particularly those affected by displacement.

– Priya Doshi

Priya is based in Edinburgh, Scotland and focuses on Good News and Politics for The Borgen Project.

Photo: Flickr