By: Divine Irakoze, Former GCE-US Intern
Early childhood education (ECE) plays a vital role in helping children grow mentally, socially, and emotionally. For refugee children, this early learning is especially important. It helps them heal from trauma, build confidence, and prepare for future schooling. Sadly, many young refugees miss out on early education because of conflict, poverty, or a lack of services.
One of the main challenges that refugee children face in accessing ECE is lack of funding. According to Stevens et al. (2023), less than 5% of global humanitarian education aid goes to early childhood programs. Because of this, refugee children often learn in overcrowded classrooms with few trained teachers or resources.
Another major challenge is psychological trauma. Many refugee children have lived through violence or loss. Before they can focus on learning, they need to feel safe. As one teacher in Malawi said, “Our first job is to help them feel safe, to show them they are loved. Only then can learning begin” (p. 22). Programs that use play-based and trauma-informed approaches have shown measurable improvements in children’s emotional well-being and readiness to learn (El Gemayel, 2023).
Cultural and language differences also make it hard for refugee families to trust or access education. The most successful programs involve parents, respect local traditions, and use familiar languages. In Dzaleka refugee camp in Malawi, for example, mother-led playgroups using recycled materials and local stories provide children with fun and safe learning even with very few resources (Baak et al., 2023).
Other countries have also found creative solutions. Jordan’s Makani Centers combine education, health services, and family support all in one place (UNICEF, 2019). In Syria, where schools have been destroyed, trained women run small group classes in their homes to keep education going (El-Khani et al., 2018). These examples show that even in difficult conditions, early education is possible when communities, governments, and NGOs work together.
In short, refugee children don’t need perfect schools to begin learning, they need safe spaces, loving teachers, and a chance to play and grow. Investing in ECE not only builds a better future for these children but also helps break the cycle of poverty and displacement. As UNICEF (2023) puts it, “Education in emergencies is not a luxury. It is a necessity.”
We must listen to refugee voices, support community-led programs, and make early education a priority in every refugee response.
Divine Irakoze, a former GCE-US intern, is a senior at Brigham Young University majoring in International/Global Studies.
References:
Baak, M., McDonald, S., Johnson, B., & Sullivan, A. (2023). Why school context matters in refugee education. Educational Research for Policy and Practice, 22(2), 283–299. https://doi.org/10.1007/s10671-023-09338-3
El Gemayel, S. M. (2023). Barriers and lifelines for young refugee children’s education: The experiences of one young Iraqi refugee living in the northern suburbs of Beirut. International Journal of Early Childhood. https://doi.org/10.1007/s13158-023-00374-x
Stevens, K. E., Siraj, I., & Kong, K. (2023). A critical review of the research evidence on early childhood education and care in refugee contexts in low- and middle-income countries. International Journal of Child Care and Education Policy, 17(1). https://doi.org/10.1186/s40723-023-00109-4
UNICEF. (2019). Makani Programme – My Space. Retrieved from: https://www.unicef.org/jordan/what-we-do/makani
UNICEF. (2023). Education in Emergencies: Every Child Has the Right to Learn. Retrieved from: https://www.unicef.org/education/emergencies
El-Khani, A., et al. (2018). Home-based learning during conflict in Syria. International Rescue Committee. Retrieved from: https://www.rescue.org/report/home-learning-and-early-childhood-development-response-syrian-crisis