Unlocking the power of education: understanding the value and challenges of education for unaccompanied asylum-seeking children

Unaccompanied asylum-seeking children (UASC) face significant challenges shaped by forced migration, trauma, legal uncertainty, and systemic barriers in host countries. While education is widely recognised as important for integration, less is known about how educational experiences contribute to UASC wellbeing, safety, belonging, and future opportunities. Drawing on Kohli (2011), the Social Identity Approach to Health (Haslam, Jetten, Postmes, and Haslam 2009; Kёllezi, and Reicher 2012; Herman 1992) trauma recovery theory and human rights framework (UNCRC 1989), this multi-perspective qualitative study explores the role of education in supporting the wellbeing, integration, and success of UASC. The study analysed qualitative interviews with 13 UASC care leavers, 10 foster carers, and 16 education professionals. The analysis identifies four key themes: safety and trust, social connections and belonging, success and resilience and equitable access. The findings highlight that educational establishments can help young people reconstruct ordinary life, and develop psychological stability, social connection, and future opportunities. Simultaneously, exclusionary practices, legal ambiguity, and structural barriers can undermine these processes. The study advances understanding of education as social and institutional contributor to wellbeing, and argues for trauma-informed right-based and inclusive educational practices that support UASC wellbeing and long-term social inclusion.