Thousands of teenage asylum seekers are reportedly spending up to a year out of education, stuck in a “no man’s land” as schools hesitate to accept them after the start of the academic year, according to a new report.
These young asylum seekers are considered too old to easily integrate into mainstream education and too young for further education, leaving many vulnerable to isolation, mental health issues, and exploitation. Research by the charity Refugee Education UK (REUK), funded by the Bell Foundation, highlights that those aged 15 to 17, particularly those aiming to enter year 11, are most affected.
A charity worker involved in the study noted that unaccompanied young asylum seekers are particularly at risk of victimization, trafficking, and exploitation due to this educational gap.
Catherine Gladwell, REUK’s chief executive, emphasized that education is vital for the integration and wellbeing of young refugees, enabling them to contribute to society. However, she pointed out that this right is far from being a reality for many. In 2023, over 7,000 unaccompanied refugee and asylum-seeking children were supported by local authorities, most aged 14 to 17, leaving thousands likely in educational limbo.
REUK is urging the government to include asylum seekers and refugees in its new children’s wellbeing bill and to develop strategies to integrate these children into schools faster. The charity also calls for additional funding to incentivize schools to accept mid-year arrivals and better monitor refugee access to education.
The research, which involved over 400 people working with asylum seekers and refugees, found that four-fifths of respondents believed it was difficult for young people to secure secondary school placements after the winter break in year 11.
The study also uncovered several barriers to education for asylum seekers, including limited school places, uncertainty over accommodation, and frequent relocations. Schools reportedly feared taking in late arrivals due to concerns about their impact on performance metrics and the need for additional language support.
The report suggests that the Home Office should consider access to education when making dispersal decisions and provide more stability to prevent educational disruptions.
A spokesperson for the Department for Education highlighted the government’s commitment to tackling school absence, ensuring local authorities help children return to education, and maintaining registers of children not in school.
