Research Topic

Education, Forced Migration, and Disability

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During recent years, the number of forcibly displaced persons has risen worldwide and reached around 68 million. Access to education for children, youths and adults often does not exist, is limited or restricted due to legal regulations, lack of resources, and discriminatory practices. Among displaced ...

During recent years, the number of forcibly displaced persons has risen worldwide and reached around 68 million. Access to education for children, youths and adults often does not exist, is limited or restricted due to legal regulations, lack of resources, and discriminatory practices. Among displaced persons, those with disabilities are overrepresented due to the effects of warfare, lack of nutrition, medical and sanitary conditions, psychosocial deprivation due to posttraumatic stress, and precarious conditions along the escape routes. While 92% of the world’s children attend primary school, just 61% of refugee children do so; worse still, while 84% of children across the world attend secondary schools, just 23% of refugee children are enrolled.

The educational backgrounds of displaced children vary in accordance with their country of origin. Many have experienced the disruption of high-quality education when they suddenly had to escape from living environments or as educational infrastructure collapsed. In countries enduring long-lasting crises, the quality of this infrastructure has decreased over years, leading to low or no access to adequate schooling. The often unfavorable educational conditions experienced by persons with disabilities before a crisis occurs worsen considerably during or after their plight, until even small remaining support structures vanish. However, knowledge of educational provision in the host countries of displaced children is often patchy or non-existent, leading to further disruptions of educational biographies.

With this article collection, we ask questions including but not limited to:
- How do we improve knowledge of educational provision?
- What is the current state of knowledge of educational provision?
- From what contexts have displaced children come, and to what do they arrive?
- What is the quality of educational infrastructure? How can this be improved?
- What support structures are in place, which are most useful, and what can be done to ensure they remain?

We welcome:
- Original research on the topic of education, displacement and disability (including field studies informed by quantitative, qualitative and participatory methodological approaches)
- Theoretical papers and Policy Analyses
- Good practice reports, based on empirical data


Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

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