Long-Term Exclusionary Effects of COVID-19 for Refugee Children in the German and Turkish Education Systems: A Comparative Perspective

Introduction 

The coronavirus (COVID-19) pandemic has impacted the lives of many people around the globe. While affected governments implemented at least some policies to contain the virus, little attention was given to the particular needs of the most marginalized groups in societies. Among other groups, refugee1 children2 and their families are exceptionally impacted by the pandemic.3 Not only do they disproportionately belong to the lower socio-economic strata of society, but they are also particularly affected by the current border closures put in place in response to the pandemic. Furthermore, refugees are often excluded from government solidarity measures, which are mainly directed at the countries’ citizens. Thus, the crisis does not affect all equally.

Recommendations 

The widespread call among national and international CSOs to leave no one behind during the coronavirus crisis50 also implies an obligation to maintain and secure an inclusive educational setting for all children in Germany and Turkey. However, the preexisting educational challenges and injustices faced by refugee children as mentioned in this policy brief were already exacerbated during the COVID-19 period. Educational policies should thus take into account their specific vulnerabilities in times of the pandemic to avoid long-term systemic inequalities. Policies, institutions, and actors must respond to the diverse needs of students as well as to barriers and obstacles that may limit equal participation in schools and thus their right to education and non-discrimination. In practice this means, for instance, ensuring distance learning for refugee children under conditions similar to children who are nationals, including providing all students with free internet access in and outside reception facilities and with computers that can be used at home. Teachers also need further training to improve their online teaching skills. This includes considering different language requirements as well as different parental resources to support their children in school. To increase equal opportunities in education, schools’ demands on parents in times of COVID-19 should be kept to a minimum.