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Abstract Israel today is home to 34,000 documented asylum seekers, with most of them living under a group protection policy (2A5 visas) which shields them from deportation (National Population and Emigration Authority of Israel, 2023; 2024). This diverse population includes about 23,000 citizens from Eritrea and Sudan, as well as over 10,000 Ukrainian citizens who arrived in Israel post-February 24, 2022. Although the 2A5 status protects them from deportation, it fails to provide them with basic rights and services. While adults possess this status, their children live in Israel without official status or an identification number, effectively rendering them “status-less” as they do not fit into any legally recognized category (HCJ 6312/10). These children do not belong to a civil category, which leads to inconsistent documentation, lack of identity or resident number, and a lack of monitoring across different government systems. This bureaucratic fragmentation hinders their ability to access even the basic rights they are entitled to by law. As a signatory to the International Convention on the Rights of the Child (1989), Israel is committed to upholding three fundamental rights for children: health, well-being, and education. This commentary will focus on the right to education, particularly the obstacles professionals encounter in narrowing the educational and developmental gaps experienced by status-less children in Israel. Key challenges include segregation policies, inadequate allocation of resources, and the tension between integration and cultural inclusion. These challenges are assessed by examining legal documents, evaluating the existing services available in Israel, and gaining insights from the authors’ professional expertise. Finally, the commentary will suggest up-to-date interpretations of the challenges discussed. The conclusions derived from the current commentary may be relevant to educators and social workers, as well as policymakers seeking to formulate consistent policy that provides adapted services to children from diverse communities.
Klebanov et al. (Mon,) studied this question.