“In my experience as a refugee, I feel that we need to consider Trauma-informed approaches and programming in schools ensures that learning environments acknowledge that refugee children have experienced trauma and prepare adequately to respond to any effects of the trauma, for instance, through the provision of trained counselors. Strong partnership with the host government and the local CSOs could inform policies and funding that prepares schools for refugees. In addition, it is important to understand the gender dynamics and financial background of the refugees - this is needed to know learning and infrastructural gaps, which can inform how best to provide tailored support to learning needs. Analyzing the culture and political barriers that exist (such as refugees’ right to work, study and move around) in the host country can feed into advocacy priorities and curriculum design for children.”

“I feel it is important to think about every aspect of education, also beyond school time. Education needs a healthy environment where children do not have to worry about food, the financial situation of their parents or the transport from home to school. I would never be able to focus on school if I had to work to afford my daily food and my school materials. My parents wouldn’t be able to support my education as much as they have, if they did not have enough support from the local community to understand the school systems.”

“To ensure every refugee child has the right to learn we need to look at the gender dynamics of refugees because most of the communities don't see it as important to educate girls. It becomes a double challenge when refugees from their countries of origin, and host communities do not see girls’ education as a priority due to social norms. It means host communities and civil society organizations need to prioritize girls’ education in program designs. Also, the provision of school meals is important because when children have something to eat every day in school, they will perform best.”

“Thinking about my own experience, I urge host-countries to create opportunities for refugee children, where they can explain their needs and views, and can get in as much healthy/positive contact as possible with host communities. The biggest obstacle is prejudice by co-students which is caused by limited integration with refugees and awareness about refugee rights.”

“In Uganda, refugees face barriers related to language, income, restrictive policies and harmful norms. Girls are prevented from going to school because social norms say that girls are to remain at home to give birth to children. The financial status of parents in the refugee camp can determine if the children get an education. In addition, the education policy of equating the results of students from their country of origin to fit the standard of the host-country’s education system leads many refugee children to drop out school which increases idleness. Idleness can cause boys to engage in risky and unsafe behaviors such as drug abuse, and increase the risk of early marriage for girls.”

“In my experience the barriers include language, political and economic barriers. Most host countries do not have the political will to reduce the barriers and include refugees in the national education system. When clear policies do not exist about how refugees can go to school, work, integrate and move freely, uncertainties can discourage parents from enrolling their children in school.”

“I want world leaders to increase investment in school meals to help boost the retention and reduce the cost of education for refugee families. Government and the private sector donors should fund youth-led initiatives because young people understand the real problem and create solutions based on our lived experiences. Host countries and other donors should ensure scholarship opportunities to help in the retention of girls in school and also address social norms to put an end to early and forced marriage for girls.”

“Host governments should ensure sustainable partnership and funding for CSOs that support refugee rights at policy level and meet immediate needs through training, integration activities and scholarships. CSOs and young people should advocate for strong partnership and accountability in the education system. It is important for host governments and CSOs to raise awareness in schools and communities about refugee rights and the importance of integration which could make schools more inclusive and safer for refugees in their host countries.”

“Young people want to experience a peaceful existence in host countries, especially with our co-students. This action positively affects our mental health to foster learning. It is also important to fund youth-led initiatives working directly with young people to provide wrap-around services such as scholarships, mentoring and integration in host communities. Most importantly, it is important for world leaders to invest in positive learning environments where there is no discrimination against refugee students.”