What is it about?
Getting a place in school does not necessarily mean that refugee children feel safe, welcome or included. This study explores the experiences of Afghan refugee children and their families as they settle into schools in England. Drawing on interviews, children's stories and drawings from six Afghan refugee families, we examine what helps children feel safe and develop a sense of belonging, and what makes these experiences difficult. The findings show that everyday relationships are important. A caring teacher, a supportive friend, being listened to, or having one's language and culture respected can make a real difference. In contrast, difficulties with school placement, language barriers, cultural misunderstandings and social exclusion can leave children feeling anxious or isolated. The study argues that refugee education needs to go beyond providing school places and meeting policy requirements. Schools also need to build trusting relationships with children and families and make care, understanding and inclusion part of everyday school life.
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Photo by BEN ELLIOTT on Unsplash
Why is it important?
As refugee children enter schools in England, attention often focuses on access to education, language support and academic progress. These are important, but they do not tell us whether children actually feel safe, accepted and part of their school community. This research brings the experiences of Afghan refugee children and their families into discussions about educational inclusion. It shows how school decisions, everyday interactions and cultural understanding can support or undermine children's sense of safety and belonging. The study also introduces the idea of 'relational readiness': the capacity of schools to provide consistent care, recognition and support through their everyday practices. Its findings offer practical considerations for teachers, school leaders and policymakers seeking to make refugee education more responsive to children's and families' experiences. The key message is that welcoming refugee children requires more than policies and procedures. It also requires listening, empathy and meaningful relationships.
Perspectives
As an Afghan educator and researcher, I have a personal and academic interest in how refugee children experience education in a new country. I wanted this research to begin with the voices of children and their families, rather than assumptions about what they need. One of the most important lessons for me was how much seemingly small experiences can matter. A teacher who listens, a friend who offers help, or a school that respects a child's language and culture can change how that child feels about being there. Equally, being ignored or misunderstood can make school a difficult place, even when formal support is available. I hope this article encourages educators and policymakers to consider inclusion from the perspective of children and families themselves. School policies are necessary, but we also need to ask how children experience those policies in their everyday lives. For me, the central question is not simply whether refugee children have access to education, but whether they feel safe, recognised and that they belong.
Dr Mir Abdullah Miri
University of Bath
Read the Original
This page is a summary of: Policy can’t feel, people can: belonging and safety in refugee education in England, Pedagogy Culture and Society, June 2026, Taylor & Francis,
DOI: 10.1080/14681366.2026.2683119.
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