The Future of Education

Refugees—unlike immigrants who relocate voluntarily—face challenges that are distinct and often severe. These include educating children who have endured sustained trauma, the loss of family members and social support networks, health vulnerabilities, and significant cultural and linguistic barriers. Global incidents have intensified the urgency for teachers, school leaders, and policymakers to be adequately prepared to serve refugee learners. While schools may function as safe spaces for many students, they can represent either a source of stability or an additional site of distress for refugee children. Globally, nearly 50 million children are refugees, and almost half remain out of school. For those who do access schooling, new difficulties emerge the moment they enter the classroom. This paper is anchored in the theme of restoring hope (Karkouti, Wolsey, & Toprak, 2019)  to the context of schooling for refugees. Within this landscape, teachers confront significant challenges in responding to the diverse needs of refugee learners. Drawing on a case study framework, 20 high school teachers were interviewed, and the findings demonstrate the following themes:  Teachers as Emotional First Responders; Tension Between Curriculum Demands and Care; Language as Both Barrier and Resource; Uneven Institutional Support and Policy Gaps; and Schooling as a Site of Either Hope or Harm. The paper concludes the need for Reflective, Hope-Oriented Pedagogy. The findings suggest that refugee education in South African high schools is shaped less by teachers’ willingness and more by systemic constraints and limited professional preparation. The study positions teacher wellbeing and reflective practice as central to restoring hope and fostering inclusive, humane educational spaces.