The review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill gaps in knowledge about the education

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• The Evolution of Educational Policies for Immigrant Students in Turkey (2010–2025): A Qualitative Document Analysis (2026) · 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

  Keywords: education refugee policy national intercultural support cultural language school several programs important structural level educational
• Doomed to fail? A qualitative exploration of teachers’ perspectives on refugee students’ access to education and educational experiences in Greece (2025) · doi

  Findings indicate that meaningful inclusion in terms of access to education, appropriate teaching, and a supportive learning environment remains elusive in Greece for students with refugee backgrounds, given that their educational experiences are usually limited to participation in reception classes designed almost exclusively to teach the host country’s language (Greek).

  Keywords: indicate meaningful inclusion terms access education appropriate teaching supportive learning environment remains elusive greece students
• Safety, Belonging and Success in Education for Refugees in Europe: A Systematic Review (2024) · doi

  The review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill gaps in knowledge about the educational trajectories of learners of refugee and forced migrant backgrounds who have arrived in Europe.

  Keywords: europe knowledge review follows systematic process reviewing synthesising texts compiled education refugees here base fill
• Social Emotional Learning with Refugees in East Africa (2023) · doi

  While further research into this area of inquiry is needed and proposed, these study findings provide a stronger understanding of the refugee education landscape in East Africa and its current insufficiencies through the example of SEL, and serve to inform other topical EiE interventions and the broader uptake of SEL by education systems globally.

  Keywords: education further area inquiry needed proposed provide stronger understanding refugee landscape east africa current insufficiencies