Universities must shift focus from simply admitting displaced learners to actively supporting their academic and long-term success.
Displaced students face unique, complex obstacles like language barriers, cultural differences, and trauma, requiring more than standard academic support.
Partnerships between HEIs, NGOs, and local communities can create holistic, sustainable support systems for displaced students to thrive.
Growing numbers of displaced people globally are seeking higher education, whether as refugees, internally displaced persons (IDPs), or stateless persons. While access has been a victory in and of itself, universities are now recognising that the next frontier is meaningful inclusion and long-term support.
Understanding the displaced student experience
Displaced students face a unique set of challenges that go beyond the typical hurdles encountered by international or domestic students. They may be dealing with language barriers, cultural differences, the trauma of displacement, and the uncertainty of their legal status.
Many displaced learners also grapple with the recognition of their previous educational qualifications. The lack of official documents also poses a significant challenge, as many displaced people arrive in host countries without their academic records, diplomas, or identification papers.
Creating inclusive, supportive environments
One of the most important things HEIs can do is create an environment where displaced students feel welcome, respected, and understood. Many institutions have started to develop dedicated support services for displaced students, ranging from mental health services to language classes, and from legal advice on immigration to financial aid.
For instance, the University of Edinburgh in Scotland has developed a robust programme for refugees, providing not only academic support but also emotional and practical assistance. Similarly, institutions in Germany and Sweden have integrated language and cultural integration programs into their support structures for displaced students.
Addressing language barriers
Language is often one of the most significant obstacles for displaced students. Universities in the UK, Germany, and Sweden have implemented intensive language courses and support systems that incorporate cultural orientation and social integration components that help students adapt to their new environment.
Providing mental health support
Mental health is another critical area where displaced students often need substantial support. Some universities have introduced specialised counselling services for displaced students, staffed by professionals who have experience working with people who have been through traumatic experiences.
Navigating legal complexities
For displaced students, legal status can be a significant source of anxiety and confusion. Some HEIs have established partnerships with legal aid organisations or hired immigration advisors to help displaced students understand their legal rights and options.
Building community and a sense of belonging
Student-led initiatives, such as cultural clubs, peer mentoring programs, and community events, can help displaced students connect with their peers, share their experiences, and feel less isolated.
Collaborating with external organisations
Universities cannot address the complex needs of displaced students alone. Universities in Jordan, Lebanon, and Turkey have partnered with international organisations like the UNHCR, the IOM, and local NGOs to provide comprehensive support.
Learning from best practices
Several universities have become models for how to effectively support displaced students. The University of Edinburgh has developed a comprehensive refugee support programme that includes academic preparation, language support, financial assistance, and mental health services.
Similarly, institutions like the American University of Beirut and the University of Jordan have developed innovative programmes that offer displaced students access to higher education while also addressing their legal, social, and psychological needs.
The need for systemic change
While individual university initiatives are important, systemic change is needed to truly address the challenges faced by displaced students. Governments, international organisations, and the global higher education community must work together to develop policies and frameworks that support displaced students on a larger scale.
Moving forward: a call to action
HEIs must move beyond simply providing access and focus on creating environments where displaced students can truly thrive. This requires investment, collaboration, and a willingness to continuously learn and adapt.
Roberta Laskowski is a researcher and writer with a passion for education, particularly in the areas of equity, inclusion, and displaced populations. With a background in educational policy, she has dedicated much of her career to advocating for the rights of displaced and marginalised learners.
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