Incorporating Lived Experiences of Migrants and Asylum Seekers in Education: A Pathway to True Curriculum Diversity

One of the most powerful ways to ensure that education reflects the rich, diverse realities of our world is by drawing from the lived experiences of migrants and asylum seekers. Their stories, resilience, and contributions offer invaluable insights that can transform how we approach teaching, learning, and inclusion. Across the UK, grassroots organisations are working tirelessly to support and empower these communities. Their work not only changes lives but also holds immense value for shaping a more representative and meaningful education system.

I have been hugely fortunate to work with several such organisations—Kent Refugee Action Network (KRAN), West London Welcome, Bees and Refugees, Leicester City of Sanctuary, and the Peterborough Asylum and Refugee Community Association (PARCA)—and have seen firsthand the inspirational, life-changing impact of their efforts. These organisations are not just providing essential support to refugees and asylum seekers; they are also shaping the conversations we need to have about identity, belonging, and inclusion within education.

The Power of Lived Experience in Education

Incorporating the voices and perspectives of migrants and asylum seekers into our schools, colleges, and universities is not just about representation—it is about truth. The reality of forced migration, displacement, and resilience is often misunderstood or misrepresented. By ensuring that students learn from real-life experiences rather than abstract statistics or distant historical accounts, we create an education system that is both authentic and empathetic.

The Kent Refugee Action Network (KRAN) provides a clear example of how lived experience can inform education. KRAN supports young refugees and asylum seekers in Kent, offering mentoring, education, and advocacy. Their work highlights the urgent need for schools to better understand the challenges these young people face, from navigating a new language to overcoming trauma. When educators engage with organisations like KRAN, they gain a deeper understanding of how to create learning environments that are truly inclusive.

Community-Driven Change in Education

Grassroots organisations often lead the way in showing what meaningful inclusion looks like. West London Welcome is a brilliant example of a community-led refugee centre that provides not just practical support but also a space for education, culture, and connection. Their work reinforces the idea that education is not confined to classrooms—it happens in everyday interactions, in shared meals, in conversations that build understanding. Schools and universities can learn from such approaches, ensuring that migrant and refugee perspectives are embedded in the curriculum rather than treated as occasional "add-ons."

Similarly, Leicester City of Sanctuary works to make Leicester a truly welcoming place for refugees and asylum seekers. Their focus on education, including partnerships with schools and colleges, is a model for how local communities can take an active role in shaping diverse curricula. Their Schools of Sanctuary programme encourages educators to embed refugee awareness in the curriculum, creating lasting change in how young people understand migration.

The Role of Environmental and Cultural Projects

Education is not just about textbooks—it is about experiences that connect us to the world around us. Bees and Refugees, a unique initiative that supports refugees through beekeeping, highlights the importance of environmental education in fostering belonging and well-being. By engaging asylum seekers in ecological work, they not only teach practical skills but also offer therapeutic support and a sense of connection to nature. This kind of initiative challenges traditional notions of education and demonstrates how learning can be both healing and empowering.

Building Bridges in Local Communities

The work of Peterborough Asylum and Refugee Community Association (PARCA) shows how vital local organisations are in integrating asylum seekers and refugees into communities. They provide English language classes, skills training, and cultural exchange programmes—initiatives that directly inform what an inclusive curriculum should look like. The reality is that many refugees arrive in the UK with a wealth of knowledge, skills, and experiences that are often overlooked in mainstream education. Engaging with organisations like PARCA allows educators to tap into these rich perspectives, ensuring that migrant contributions are recognised and valued.

Moving Forward: Education as a Space for Inclusion

If we are serious about curriculum diversity, we need to actively learn from and work with the organisations that are already leading the way. The work of KRAN, West London Welcome, Bees and Refugees, Leicester City of Sanctuary, and PARCA demonstrates that education should not be a one-way process where knowledge is simply delivered—it should be a dialogue, a space where all voices are heard and valued.

By integrating the lived experiences of migrants and asylum seekers into our educational frameworks, we can move beyond tokenistic diversity initiatives and towards a truly inclusive curriculum—one that reflects the reality of the world we live in. This is not just a matter of fairness; it is about ensuring that all young people grow up with a deeper understanding of migration, identity, and belonging.

I have been privileged to witness the transformative work of these organisations, and I firmly believe that their insights should be at the heart of our educational practices. If we want to prepare students for a truly global future, we must start by listening to the voices of those who have lived the realities of migration—and ensuring that their experiences shape the way we teach, learn, and understand the world.