Affiliation:
1. Centre for Applied Social Sciences, Queen Margaret University, Musselburgh, UK
2. The Institute for Global Health and Development, Queen Margaret University, Musselburgh, UK
Abstract
This paper explores the intrinsic links between rupture, loneliness, resilience and agency within the experiences of refugee and asylum-seeking people, drawing on a wider study conducted in Scotland during the COVID-19 lockdowns in 2020 and 2021. The paper then posits education, in its diverse forms, as a potential anchor, providing a sense of structure, belonging and purpose, thus serving as a bulwark against the negative impacts of rupture and loneliness. The findings presented here are based on 51 semi-structured interviews with people at different stages of the asylum process or with refugee status, offering insights into how educational experiences, both formal and informal, can act as a crucial support system during times of uncertainty and crisis. This exploration contributes to a deeper understanding of the challenges faced by refugee and asylum-seeking people, and the potential of education to foster resilience and integration within host communities.