Refugee and Migrant Education Conference
Highlights the Importance of Inclusion Beyond Access
The Refugee and Migrant Education Conference, “Voices in Action: Transformative Collaboration and Educational Solidarity with Refugees & Migrants,” was held at the Pontifical Urbaniana University in Rome from September 30 to October 2, 2026. Organized by the Refugee & Migrant Education Network alongside international partners including the Scalabrini International Migration Institute (SIMI) and Jesuit Refugee Service (JRS), the event brought together educators, researchers, universities, international organizations including UNHCR, UNICEF and UNESCO, practitioners, and people with lived experience of displacement.
Designed to foster collaborative problem-solving, the three-day conference paired keynote addresses with workshops, plenary panels featuring refugee student testimonies, four dedicated working groups—Education of Refugees & Migrants, Education about Refugees & Migrants, Advocacy & Accompaniment, and Research—and two series of parallel sessions. Topics ranged from refugee leadership and educational pathways to trauma-informed approaches, policy frameworks, and opportunities beyond graduation.
Discussions focused on the challenges refugees and migrants face in education and on ways institutions can make learning opportunities more accessible and inclusive.
A primary focus throughout the conference was the distinction between having a formal right to education and being able to exercise that right. Even when enrollment is permitted, students may struggle with language barriers, finances, unfamiliar administrative systems, or recognition of previous studies. The discussions highlighted the difference between offering access and ensuring students have a real opportunity to succeed.
Discussions also examined how displacement can interrupt education long before someone reaches a new country. Children and young people may spend months or years moving between places, living in temporary accommodation, or staying in refugee camps. Missing school at an early age can make it harder to continue into secondary education and eventually university. For this reason, participants emphasized supporting students throughout their educational journey, rather than focusing only on university places or scholarships.
Equally central was the recognition of qualifications and educational records. During displacement, students may lose diplomas, transcripts, identification papers, or other documents. Even when records are available, schools and universities may not recognize education completed in another country. This can leave people with valuable skills and experience having to repeat studies they have already completed.
Beyond paperwork and enrollment, the conference drew attention to the personal circumstances students bring into the classroom. Some have experienced conflict, family separation, difficult journeys, or long periods of uncertainty. Their experiences are not all the same, and educational institutions need to respond to different needs. Inclusion involves more than placing someone in an existing system; it also means creating an environment where that person can participate and feel a sense of belonging.
A further theme was the importance of listening to refugees and migrants when educational programs are developed. Governments, universities, and organizations often discuss what services they can provide, but people who have experienced displacement can also identify problems and help shape solutions. Their involvement can make programs more practical and better suited to the people they are intended to support.
Finally, the role of artificial intelligence and digital technology was considered. Translation tools, online learning materials, and easier access to information can help bridge educational gaps for people whose studies have been disrupted. At the same time, the discussions reinforced the importance of a human approach. Technology can support educators and students, but it should not replace personal understanding, judgment, or the voices of refugees and migrants themselves.
Overall, the conference emphasized that access to education is an important starting point, but it is not enough on its own. Language support, financial assistance, recognition of qualifications, social inclusion, and opportunities beyond graduation all affect whether students can benefit from education. Continued cooperation among universities, governments, organizations, local communities, and refugees and migrants themselves will be important in addressing these challenges.
The discussions in Rome offered a reminder that education can help people rebuild opportunities after displacement. Making that possible requires not only opening doors to schools and universities, but also working with refugees and migrants to ensure they can take part fully in the opportunities available to them.
Matthew Baldan
Intern at SIMI