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Education and mental health for young sanctuary seekers are inextricably linked. With mental health services stretched, and sanctuary seekers often reluctant to access those services (; Majumder, 2019), the role of trusted establishments such as schools and colleges is fundamental as the centre for services and providing holistic care. Based on my master’s research and my experiences at a bespoke provision for young refugees and unaccompanied asylum-seeking children (UASC), this post highlights the complex needs and backgrounds of sanctuary seekers and the ways that education providers can give holistic support.

Sanctuary seekers arrive with specific needs, and the focus on learning English to access the mainstream curriculum often means individual needs and assets may be overlooked (). Many face issues of homelessness, financial struggles, lack of English, culture shock, isolation, bereavement, discrimination and the asylum process; and so, for sanctuary seekers, trauma is not confined to the past. Schooling is a protective factor for mental health, alleviating symptoms of past traumas, allowing peer socialisation and enriching activities ().

‘Sanctuary seekers arrive with specific needs, and the focus on learning English to access the mainstream curriculum often means individual needs and assets may be overlooked.’

My MA research employed phenomenological analysis of semi-structured interviews with staff and students at a bespoke provision for 15-to-19-year-old sanctuary seekers in England, which was established in 2021. The key themes from my research – security, connection, freedom, change and hope – are presented below (see also ).

Security

Students described relationships within the provision as ‘family’ because it was the closest relationship, they could compare it to. This was unlike their past teacher–student relationships, which had previously been built on fear.

These family‑like feelings came from the reciprocal, equal relationships staff and students described, which built trust, acceptance and a sense of being cared for.

Being noticed or greeted, was described as ‘grounding’ them.

‘… it is why I said home because like dad or mum or sisters and brother, like we more than education, we feel about each other.’ (Student)

Schooling in addition to interpersonal connection, extra-familial support, family-like relationships and high emotional support, is a protective factor for mental health

Connection

Relationships between peers and professionals fostered a sense of belonging and community.

Staff said that being genuine and fun helped establish feeling of equality and trust.

‘… if they see me being a little bit silly, they won’t be afraid to make mistakes and offer a bit of themselves as well. Because they can see I’m offering a bit of myself.’ (Teacher)

One student described how the ‘softness’ of staff made him feel good and accepted, which he had not expected.

Teachers sometimes struggled with not being able to ‘fix’ things for students, but they came to recognise the value of empathic listening and bearing witness.

‘… saying to them, look I know I can’t change anything that’s happened, but I’m here now, and I’m hearing what you’re saying, and these feelings that you’re feeling are okay.’ (Teacher)

Freedom

Providing routines, structures, purpose and fun can provide feelings which show how education supports ‘the resumption of ordinary life’ (). The setting provided opportunities such as pupil voice, freedom to learn at their own pace and respecting skills that they brought. Some had not been to a school previously but were encouraged to showcase skills such as bike repairs and tailoring of masks during the pandemic, giving them a sense of pride and achievement.

One student said teachers supported them in decisions like going to college, helping them weigh options while still respecting their autonomy.

Change and hope

Students said teachers taught them ‘how to be something’. Feeling believed in made them feel important, capable of change, and like they were good people.

‘Make me feel like, the life it is good for me now, I am safe, I will keep going, I will work hard.’ (Student)

Conclusion

The experiences at the setting showed that as the safe base, education provisions can foster social–peer relationships, encouraging a sense of belonging to the school and wider community. These factors can provide an important role in preventing mental health distress (). While recognising that every provision comes with unique challenges, individuals within those provisions can take small actions to alleviate suffering and bring a sense of safety, belonging and hope to young sanctuary seekers.

Reference

Majumder, P. (2019). Unaccompanied refugee minors’ experiences of mental health services: Perceptions and beliefs of unaccompanied refugee children of mental health, illness, treatment and mental health service. Scholars’ Press.