Nicola Jones and coauthors share insights they gained from 3,030 student surveys and 40 key informant interviews on the compounding effects COVID-19 has had on existing legal and cultural barriers to education access for Rohingya and Syrian refugees. They specifically note the exacerbating effects the pandemic has had on girls’ enrollment.

Flora Cohen, Sarah R. Meyer, Ilana Seff, Cyril Bennouna, Carine Allaf, and Lindsay Stark detail how intersecting gender and race identities, resettlement status, prior experiences, and parental expectations created a different route to gendered socialization for adolescent girls and boys from Iraq in education spaces in Virginia and Texas than for their US-born counterparts.

Shelby Carvalho conducted regression analyses of factors that affect refugee girls’ and boys’ access to secondary school, and that of refugee girls and girls living in nearby host communities in Ethiopia. She found that refugee girls seeking secondary education are more disadvantaged than their male or host-community peers by domestic responsibilities and the perceived safety of the community.

In her review of Borderless Higher Education for Refugees, edited by Wenona Giles and Lorrie Miller, Spogmai Akseer affirms the contributing authors’ argument for increasing access to college and university education for refugees. Higher education is a tool for navigating and overcoming the systems of inequality and the social, political, and economic barriers refugees face.

The Open Education Resources (OERs) created within our Refugee Educator Academy focus on quality holistic learning for children and youth and were designed by teachers in displacement, migration, and resettlement contexts for teachers working in these challenging spaces. 

ORAM protects and empowers LGBTQIA+ asylum seekers and refugees on every step of their journey, working along displacement routes and in transit countries. They connect individuals with the resources and opportunities they need to build safe, stable and empowered lives.