Refugee students often experience 'inclusion without belonging', remaining socially and academically marginalised

The gap

Evidence profile

Sourced from the stated research gap and recommendations of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 3 journals. Those papers have been cited 13 times in total.

Supporting evidence — 3 representative gaps

• The Relational Refugee Child: Trauma-Informed and Culturally Responsive Approaches to Educational Inclusion (2025) · Education Sciences · cited 13× · doi

  Refugee students often experience 'inclusion without belonging', remaining socially and academically marginalised. National integration policies are promoted, but refugee students face systemic failures, including being treated as temporary 'guests' and having their multilingualism framed as a deficit. The paper identifies a need for trauma-informed and culturally/linguistically responsive practices to foster inclusion.

  generalstated research gap
  Keywords: refugee students often experience inclusion belonging remaining socially
• Beyond pedagogical challenges for refugee academic success in the Global North: A literature review (2026) · Prospects · doi

  There is a need for a more comprehensive understanding of the challenges faced by refugee students in the Global North. Prior work has emphasized the importance of education in promoting social and economic integration, but there is a lack of research on the extracurricular challenges faced by newcomers from refugee backgrounds. The review aims to address this gap by examining the challenges faced by refugee students and identifying the barriers to their academic integration and success.

  generalstated research gapevidence 5/5
  Keywords: there need comprehensive understanding challenges faced refugee students
• The Evolution of Educational Policies for Immigrant Students in Turkey (2010–2025): A Qualitative Document Analysis (2026) · Kuramsal Eğitimbilim · doi

  The results and debate led to several recommendations that are essential for improving the sustainability, equality, and inclusivity of Turkey's refugee education programs. These suggestions highlight important areas for further study while simultaneously addressing the structural level of policymaking and the day-to-day realities of educational practice. The study emphasises how vital it is to shift from a limited focus on access to a more comprehensive model of structural inclusion at the policy level. Even though legal frameworks and circulars have mostly ensured access to education, the transformative power of these initiatives is limited by the lack of coordinated curriculum reform, intercultural pedagogy, and multilingual support systems. The creation of a national integration strategy that incorporates refugee education into the regular curriculum as a permanent, rights-based requirement rather than a stopgap measure should be the top priority for the Ministry of National Education. Measurable objectives, clearly defined roles at all levels of government, and specific financial allotments should all be part of this plan. Furthermore, rather than requiring cultural conformity, the state should embrace intercultural education models that respect the language and cultural identities of refugee pupils in order to recognise and mitigate the dangers of assimilationist methods. One of the most urgent implementation demands is the creation of strong accountability and monitoring systems. Although data collection and evaluation are mentioned in several policy texts, these procedures are either applied ambiguously or inconsistently. To support evidence-based policy changes, a more open and methodical approach to tracking the educational achievements of refugee students—including enrolment, advancement, language development, and well-being—is required. National frameworks for teacher development also need to be reinforced. In addition to basic sensitivity incorporate anti- teacher preparation programs ought discrimination training, trauma-informed practices, and pedagogies for classrooms with a variety of linguistic and cultural backgrounds. To guarantee that local actors have the ability and resources to carry out the goals of national policy, support and oversight mechanisms should be included with the decentralisation of implementation. training, to More than only administrative changes are needed at the school and community levels to achieve inclusive education; the school atmosphere, leadership, and interpersonal dynamics that influence students' sense of belonging are also important. School counsellors, language assistance specialists, and intercultural mediators who can address academic and emotional issues should b

  generalrecommendationsevidence 5/5
  Keywords: education refugee policy national intercultural support cultural language school several programs important structural level educational

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