👤 Hannah Whitley, Youth Coordinator
The challenge of securing school places for our community of young people seeking asylum, particularly new arrivals, remains a priority for our work at CARAS. Young people arrive all year round and often find themselves out of education due to a lack of available places. This situation is compounded by colleges often being located far from where these young people are placed, creating even more logistical barriers to accessing education.
A recurring issue is schools frequently citing ‘no availability’, even when spaces could potentially be made available. There is a noticeable reluctance to use ‘Power to Direct’ mechanisms, which could ensure placements are offered. Additionally, schools may not have adequate provisions in place for new arrivals and further limiting options for these students.
We want action to be taken to tackle the injustices occurring within virtual schools as well as education provision being made to be more inclusive and responsive to the diverse needs of newly arrived young people.
The demand is for systemic reform in virtual schools to address the entrenched prejudices affecting students, particularly Unaccompanied Asylum-Seeking Children (UASC). Rather than treating discrimination as isolated cases, there needs to be a structural shift that sets a precedent for meaningful change. Currently, the system limits opportunities for UASC, channelling them into specific job roles with minimal pathways to higher education — evidenced by the low percentage who progress to university. Action is needed to create a fairer, more aspirational education system that genuinely supports their futures.
Another concern is the role of social services, who may not always prioritise securing school places promptly. Delays and missed opportunities for enrolment can leave young people in limbo, without access to vital education and social integration. Moreover, we demand greater awareness and understanding among all parties about the educational entitlements of new arrivals. Misconceptions and a lack of proactive efforts to seek accurate information can exacerbate the issue.
To address these challenges, we demand that government must provide the resources, and schools must have the willpower, to reverse the current. They must expand provision for new arrivals, ensuring that they are equipped to meet the needs of these students who may have experienced interruptions in their education. Additionally, it is essential to provide clear and accessible information to new arrivals about the school system, empowering them to make informed choices and acknowledging their competencies rather than making assumptions about their abilities. Their return to education must be seen as a right, and therefore a priority that must be met.
Education is vital for young people to establish friendship groups, begin learning the language, and integrate into their new community. For many, accessing education is a key motivation for their journey to the UK, underscoring the importance of ensuring no young person is left behind.