All Concepts
Human Rights

Refugees and Asylum

Who refugees are, why people are forced to leave their homes, what the right to asylum is, and how societies can welcome people fleeing danger.

Core Ideas
1 Some people have to leave their homes because it is not safe
2 People who have lost their homes deserve kindness
3 A new person in our class or community is a friend to welcome
4 Losing your home is sad and scary
5 Everyone, everywhere, deserves to be safe
Background for Teachers

Young children can begin to understand the experience of refugees through the simple values of welcome and kindness. The core ideas are: some people have had to leave their homes because it was not safe for them to stay; this is hard and scary; new people arriving in a community deserve to be welcomed as friends, not treated with suspicion. Children do not need the word 'refugee'. But they can understand what it means to be new, to miss home, to need kindness. In classrooms with children from refugee backgrounds, this topic offers a chance to affirm their experience without singling them out. In classrooms without such children, it builds empathy and readiness for future encounters. Handle with particular care — some children may have traumatic memories or current fears related to flight or displacement. The goal is to build welcome, not to prompt disclosure. No materials are needed.

Classroom Activities
Activity 1 — Imagine being new
PurposeChildren develop empathy for the experience of arriving somewhere new.
How to run itAsk: can you remember a time you were new somewhere — a new class, a new school, a new place? What did it feel like? Was there something that helped? Was there something that was hard? Now imagine being new somewhere where you do not speak the language. You do not know anyone. You had to leave your home suddenly, and you are not sure when you will see it again. Ask: what would you need? Who could help? Discuss: this is what it can feel like to be a refugee — someone who has had to leave their home because it was not safe. Being kind to a new person — smiling, asking their name, helping them find their way — makes a huge difference. It may seem like a small thing, but to someone who has lost a lot, it can be very big.
💡 Low-resource tipDiscussion only. No materials needed. Be gentle if any child has personal experience.
Activity 2 — Why people leave
PurposeChildren understand in simple terms why people might have to flee their homes.
How to run itExplain gently: most people never want to leave their home. Home is where their family is, where they grew up, where they feel safe. But sometimes, things happen that make home too dangerous to stay. There might be a war. There might be a group of people who threaten their family because of who they are — their religion, their family, their ideas. There might be a natural disaster — a storm, an earthquake, a flood. When these things happen, families have to pack what they can carry and leave, often with very little time. Ask: if you had to leave your home tomorrow and could only bring one bag, what would you put in it? Discuss the answers with kindness.
💡 Low-resource tipDiscussion only. Handle with great sensitivity if any children have been displaced. No materials needed.
Activity 3 — Welcoming a new friend
PurposeChildren think about practical ways to welcome someone new.
How to run itAsk: if someone new joined our class tomorrow — especially someone who had left their home and come from far away — what could we do to help them feel welcome? Collect ideas. Prompts: learn to say their name correctly; ask about their favourite things; share a game; help them understand where things are; not ask questions that might be painful; be patient if they are quiet or upset; invite them to join in. Discuss: welcoming is not a one-day thing. Real welcome is steady kindness over weeks and months. This matters especially for people who have been through hard things.
💡 Low-resource tipDiscussion only. No materials needed.
Discussion Questions
  • Q1What is home? What makes a place feel like home?
  • Q2Have you ever had to leave a place you loved? How did it feel?
  • Q3What would help someone new to our class feel comfortable?
  • Q4Why do you think people help each other — even when they do not know each other?
  • Q5If you had to leave everything behind, what would you miss most?
Writing Tasks
Drawing task
Draw a picture of welcoming a new friend. Write or say: In my picture, ___________ is welcoming ___________ by ___________.
Skills: Imagining welcome as an active choice
Sentence completion
When someone loses their home, they need ___________. Being a good friend to someone new means ___________.
Skills: Articulating response to displacement
Common Misconceptions
Common misconception

People who leave their countries must not like their homes.

What to teach instead

Almost nobody leaves home because they want to. Home is where families live, where people grew up, where they belong. People leave because something bad makes staying impossible — war, violence, or terrible danger. Many refugees hope to return home one day, even many years later. Leaving is almost always the hardest thing, not the easiest.

Common misconception

Refugees come from faraway places that are nothing like ours.

What to teach instead

Refugees come from every part of the world. In the past 100 years, there have been refugees from Europe, Asia, Africa, the Americas, and every other region. What is 'faraway' today was close in the past, and the other way around. Any country — yours and mine — could one day have refugees leaving it. Treating refugees as strange or different is not accurate; they are people just like us, with hard stories.

Core Ideas
1 What refugees are — the definition
2 Why people are forced to flee
3 The right to asylum
4 The 1951 Refugee Convention and the UNHCR
5 Major refugee situations today
6 Refugees and host communities
Background for Teachers

A refugee is someone who has had to leave their country because of serious danger — and who cannot safely return. The international legal definition, from the 1951 Refugee Convention, is a person with 'a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion' who is outside their country and unable or unwilling to return. This definition is narrow: it does not cover everyone fleeing danger (for example, climate disasters or general poverty) but does cover people fleeing specific forms of persecution. The right to seek asylum is a basic human right. Article 14 of the Universal Declaration of Human Rights states that 'everyone has the right to seek and to enjoy in other countries asylum from persecution'. The 1951 Convention and its 1967 Protocol are the main international treaties. They establish the principle of non-refoulement — that a refugee must not be sent back to a country where they would face persecution. Signatory countries (146 countries are parties) agree to protect refugees on their territory. The UN Refugee Agency (UNHCR) is the main international organisation supporting refugees. It provides protection, food, shelter, healthcare, education, and legal support to refugees worldwide. In late 2024, the world had about 120 million people forcibly displaced — the highest number in recorded history. About 43 million were refugees (outside their country); most of the rest were internally displaced (forced from home but still within their country). The largest refugee situations today include: Syria (over 6 million refugees since the war began in 2011); Afghanistan (over 6 million, including long-standing displacement and fresh waves after 2021); Ukraine (over 6 million refugees across Europe since 2022); Sudan (over 2 million since the 2023 conflict); Myanmar (including the Rohingya crisis since 2017); South Sudan; Venezuela; and many others. The distribution of refugees is highly unequal. Most refugees are in developing countries near conflict zones — Turkey, Iran, Pakistan, Uganda, Ethiopia, Chad, Bangladesh, and others host millions. Wealthy countries host relatively small numbers but receive most of the political attention. The idea that refugees are 'flooding' wealthy countries is not accurate; they mostly go to poorer neighbours.

Refugees and host communities

Welcoming refugees is often politically contested but has many positive effects. Refugees contribute economically through work, taxes, and business creation. They bring skills, energy, and cultural diversity. Over time, many integrate successfully and become part of their new societies. Early support — language learning, work access, recognition of qualifications — produces better outcomes for everyone.

Teaching note

This topic can be personal and political. Be sensitive to students who are themselves refugees or from families that are. Present the human reality of refugees clearly — they are ordinary people in extraordinary circumstances, not threats or statistics. At the same time, engage honestly with the real challenges and debates, without dismissing concerns in host communities.

Key Vocabulary
Refugee
A person who has had to leave their country because of serious danger — war, persecution, or violence — and who cannot safely return home.
Asylum
Protection given by a country to someone fleeing danger in their own country. Seeking asylum is a human right.
Asylum seeker
A person who has asked for asylum in another country but is still waiting for a decision. If accepted, they become a refugee.
Migrant
A broader word for anyone who moves to another country to live. Some migrants are refugees fleeing danger; others move for work, study, or family.
Internally displaced person (IDP)
Someone who has been forced to leave their home but who has not crossed an international border — they are still inside their own country. Not technically a refugee under the 1951 Convention.
UNHCR
The United Nations High Commissioner for Refugees — the UN agency that supports and protects refugees around the world.
Non-refoulement
The principle that refugees must not be sent back to a country where they would face serious danger. A core rule of international refugee law.
Integration
The process by which refugees settle into a new country — learning the language, working, making friends, and becoming part of the community.
Classroom Activities
Activity 1 — Why do people become refugees?
PurposeStudents understand the range of reasons that force people from their homes.
How to run itPresent a list of reasons. For each, ask: would this force people to leave their country? (1) A war is happening, and families are caught in the fighting. (2) A government is arresting journalists who criticise it. Some have been killed. (3) A religious minority is attacked by their neighbours, and the police do not protect them. (4) A gay couple is threatened by extremist groups in a country where their relationship is illegal. (5) A terrible drought has ruined the crops. Families are starving. (6) A woman refuses to marry someone chosen by her family; she is told she will be killed if she stays. (7) A journalist exposed government corruption and is now being hunted. Discuss each. Most of these are covered by the refugee definition (war, persecution). Some are not clearly covered by the 1951 Convention (environmental disaster, extreme poverty), even though they also force people to flee. Ask: should the international system protect all these people? Or only some? How would you decide?
💡 Low-resource tipTeacher presents scenarios verbally. Students discuss. No materials needed.
Activity 2 — Where do refugees actually go?
PurposeStudents learn the real geography of refugee situations.
How to run itAsk students: when they hear about refugees, where do they imagine they are going? Often, people imagine refugees mostly going to wealthy Western countries. Present the real data. Most refugees go to countries next door to the one they fled. Syrians mostly went to Turkey, Lebanon, and Jordan. Afghans mostly went to Pakistan and Iran. Ukrainians mostly went to Poland and other European neighbours. Rohingya from Myanmar mostly went to Bangladesh. South Sudanese went mostly to Uganda and Ethiopia. Wealthy countries host a minority of the world's refugees. Turkey has hosted more refugees than any wealthy country. Lebanon — a small country — has hosted over a million Syrians, which would be like the US hosting 60 million. Ask: does this surprise you? Why do most refugees go to nearby poorer countries rather than far-away wealthy ones? Discuss: because people flee in crisis, often with what they can carry. They go where they can get to — which is usually the next country. Wealthy countries that are far away get a small fraction, but often much of the political attention.
💡 Low-resource tipTeacher presents data verbally. Students discuss. No materials needed.
Activity 3 — Welcoming refugees
PurposeStudents learn about the practical side of refugee support.
How to run itAsk: if your country received many refugees, what would they need? Collect ideas. Prompts: safe places to live, food, medical care, schools for children, language classes, support for mental health (many refugees have experienced trauma), permission to work, recognition of their qualifications, help finding jobs, protection from discrimination, time to heal and rebuild. Ask: which of these are most important in the first week? In the first year? In the long term? Discuss: welcoming is a process. The early days are about safety and basics. Over years, it becomes about integration — learning the language, finding work, making friends, feeling at home. When these are supported, both refugees and the host country benefit. When they are not supported — when refugees cannot work, cannot learn the language, cannot integrate — everyone loses. Ask: what makes integration successful? What gets in the way?
💡 Low-resource tipTeacher leads discussion. Writes on the board. No materials needed.
Discussion Questions
  • Q1What is the difference between a refugee and a migrant?
  • Q2Why do most refugees end up in countries near the one they left?
  • Q3Should a country be required to take in refugees, even if many of its people do not want to?
  • Q4What can ordinary people do to welcome refugees in their community?
  • Q5If a refugee has lived in a country for many years and their children were born there, should they be able to stay permanently?
  • Q6Are there any situations where refusing to help refugees is the right thing to do?
Writing Tasks
Task 1 — Explain and give an example
Explain what a refugee is and give ONE example of a group of people who have had to become refugees in recent years. Write 3 to 5 sentences.
Skills: Explanation writing, using a real example, understanding of the refugee experience
Task 2 — Persuasive writing
Write a paragraph (4 to 6 sentences) arguing that welcoming refugees is something every country should take seriously.
Skills: Persuasive writing, giving reasons, connecting values to action
Common Misconceptions
Common misconception

Refugees are mostly 'economic migrants' trying to get richer.

What to teach instead

The international definition of a refugee requires evidence of real danger — war, persecution, or violence. Asylum systems specifically assess whether someone qualifies. Most people fleeing war or persecution had good lives before they had to leave — homes, jobs, families, communities. They are not seeking wealth; they are seeking safety. Treating refugees as if they were all opportunists misrepresents their actual situation and is often a deliberate political strategy to reduce support for refugee protection.

Common misconception

Wealthy countries host most of the world's refugees.

What to teach instead

In fact, wealthy countries host a minority of the world's refugees. Most refugees are hosted in developing countries near the conflicts they fled. Turkey, Lebanon, Jordan, Pakistan, Iran, Uganda, and Bangladesh host far more refugees per person than most wealthy countries. The idea that rich countries are overwhelmed by refugee numbers is usually not accurate — the burden falls mainly on poorer nearby countries.

Common misconception

Refugees are a burden on the countries that host them.

What to teach instead

The evidence is more complex. Refugees often require significant initial support, but over time they contribute to their host economies through work, taxes, entrepreneurship, and consumption. Studies in many countries show that refugees who are allowed to work and integrate become significant contributors. Refugees are not a one-way burden. The key question is whether host countries provide the conditions for successful integration — language, work rights, recognition of qualifications — or create obstacles that prevent contribution.

Common misconception

Climate change will produce a clear new category of 'climate refugees' covered by refugee law.

What to teach instead

Climate change is already forcing millions from their homes, and this is expected to grow. But the 1951 Refugee Convention does not cover people fleeing climate disasters. This is a major gap in international law. People displaced by climate events — drought, rising seas, extreme weather — are typically classified as 'environmental migrants' or remain internally displaced. Whether and how to extend refugee protection to them is one of the major unresolved debates in international law today.

Core Ideas
1 The 1951 Refugee Convention and its history
2 Non-refoulement and its limits
3 Who counts as a refugee — the contested definition
4 The global refugee system under strain
5 Wealthy countries and border politics
6 Climate displacement and the gap in protection
7 Integration policy — what works
8 The future of refugee protection
Background for Teachers

Refugee protection is one of the most developed areas of international human rights law, but one in serious practical difficulty. Understanding the framework and current challenges is essential for teaching at secondary level.

Origins of the 1951 Convention

The modern refugee system emerged from the displacement crises of World War II and its aftermath. Millions of Europeans were displaced; survivors of the Holocaust faced restrictions on entering many countries that had earlier refused to take Jewish refugees fleeing Nazi Germany. The 1951 Refugee Convention was drafted against this background. Originally limited to people displaced by events before 1 January 1951 and within Europe, it was extended globally through the 1967 Protocol. Together, they remain the main international refugee framework. The refugee definition: Article 1A(2) of the Convention defines a refugee as someone with 'a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion' who is outside their country of origin and unable or unwilling to return. Several features of this definition are significant. First, it requires individual persecution — not merely general danger. Second, it requires persecution for a specific reason (the five grounds). Third, it requires that the person has crossed an international border. Fourth, it does not cover people fleeing generalised violence (though regional instruments like the 1969 OAU Refugee Convention and the 1984 Cartagena Declaration extend the definition in Africa and Latin America).

Non-refoulement

Article 33 prohibits returning refugees to countries where they would face persecution. This is the core protection of the Convention and is considered a rule of customary international law — binding on all states, even non-signatories. But its application is contested. States have developed various techniques to avoid non-refoulement obligations: offshore processing, interception at sea, safe third country rules, and pushbacks. The UK's Rwanda plan, the Australian Pacific Solution, and various EU measures raise serious questions about whether non-refoulement is being respected in practice.

Contested definition

The 1951 definition is narrow. Several categories of forced displacement are excluded. Environmental displacement (climate change, disasters) is not covered. Generalised violence (civil wars without individual persecution) is ambiguous. Poverty, even extreme, is not covered. Women fleeing gender-based persecution have only gradually been recognised. LGBTQ+ refugees face complex situations. Each gap has generated debate and, in some cases, regional or national expansions of protection. The global refugee system under strain: the number of displaced people has grown dramatically. As of late 2024, UNHCR records over 120 million forcibly displaced — the highest in recorded history. The system designed for a smaller and more temporary problem is struggling. UNHCR funding has not kept pace with needs. Protracted refugee situations (those lasting more than 5 years) now last average 20+ years. Wealthy countries that played major roles in creating the system have grown reluctant to host significant numbers.

Wealthy countries and border politics

The politics of refugee protection in wealthy democracies has shifted significantly. Political parties emphasising border control and opposing refugee acceptance have grown across Europe, the Americas, and Australia. Asylum systems have been tightened, processing delayed, access to territory restricted. The EU-Turkey deal (2016), Australian offshore processing (Manus Island, Nauru), US 'remain in Mexico' policies, and proposed UK-Rwanda transfers all represent attempts to reduce wealthy-country obligations. Defenders describe these as necessary protections of sovereignty; critics describe them as erosion of non-refoulement and shifting burdens to countries less able to bear them.

Climate displacement

Climate change is already displacing millions. Current estimates suggest 200 million to 1 billion could be climate-displaced by 2050, though methodologies vary. Most will be internally displaced within their own countries. Current refugee law does not cover them. The Kampala Convention (African Union, 2009) includes climate-displaced people in its protection for internally displaced persons, but there is no comparable international framework for cross-border climate displacement. This gap is increasingly urgent.

Integration policy

Evidence on refugee integration is clear about what works: early access to language instruction, labour market participation, recognition of qualifications, support for mental health, children in schools from day one, and accommodation spread across communities rather than isolated camps. Policies that deny work rights, isolate refugees geographically, or create protracted legal limbo systematically produce worse outcomes for both refugees and hosts. The future: the refugee system is under pressure that may require fundamental reform.

Proposals include

Expanded definitions to cover climate and other forms of displacement; more equitable responsibility sharing among states (the 2018 Global Compact on Refugees aims at this but has limited binding force); new regional frameworks; reform of the broken resettlement system; and better integration of refugees into wealthy country labour markets.

Teaching note

Refugees are one of the most politically charged topics in current civic education. Be careful to present the human reality, the legal framework, and the genuine political debates without taking sides. Students may hold strong views in either direction; help them think through the issues carefully.

Key Vocabulary
1951 Refugee Convention
The main international treaty on refugee protection, defining who qualifies as a refugee and establishing key protections including non-refoulement. Currently has 146 state parties.
Non-refoulement
The principle that a refugee must not be returned to a country where they would face persecution. Considered a rule of customary international law and the core protection of refugee law.
Well-founded fear
The legal test for refugee status — requiring both subjective fear on the part of the claimant and objective evidence that the fear is reasonable in the circumstances.
Internally displaced person (IDP)
A person forced to leave their home but who has not crossed an international border. IDPs fall outside the 1951 Convention but are covered by the Guiding Principles on Internal Displacement.
Complementary protection
Protection given to people who do not meet the 1951 Refugee Convention definition but who would face serious harm if returned — such as torture, death penalty, or other human rights violations.
Offshore processing
The practice of processing asylum seekers outside the territory of the country where they sought asylum — often on islands or in other countries. Australia's Manus Island and Nauru arrangements are well-documented examples.
Safe third country
A country through which an asylum seeker has travelled and where they could have sought asylum — sometimes used to justify transferring asylum seekers or denying claims.
Protracted refugee situation
A refugee situation lasting more than five years with no immediate prospect of a solution. Increasingly common — the average refugee situation now lasts 20+ years.
Resettlement
The organised transfer of refugees from a host country to a third country that has agreed to admit them permanently. A durable solution for a small percentage of refugees worldwide.
Climate displacement
Forced movement caused by climate-related factors — including sudden disasters (storms, floods) and slower changes (drought, sea-level rise, land degradation). Not currently covered by the 1951 Refugee Convention.
Classroom Activities
Activity 1 — Applying the refugee definition
PurposeStudents apply the technical refugee definition to complex real cases.
How to run itPresent the 1951 definition precisely: 'well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion'. Then present cases and ask students to decide: does this person qualify as a refugee? (1) A journalist who has published articles criticising her government; she has received death threats and her newspaper's offices were bombed. (2) A family fleeing a civil war where all sides are attacking civilians. (3) A gay man from a country where homosexuality is punishable by death. (4) A woman fleeing an arranged marriage; her family has threatened to kill her for refusing. (5) A family from a region where climate change has destroyed agricultural land, making life unsustainable. (6) A man who deserted from his country's army because he was ordered to commit war crimes. (7) A student who joined protests against the government; she now faces arrest. For each, discuss: does the case fit the legal definition? Is it a clear case, or does interpretation matter? Consider how the definition has evolved — women's rights claims, LGBT claims, and non-state actor persecution have all been accepted over time. Discuss: is the definition too narrow? Too broad? Does it miss important categories of forced displacement?
💡 Low-resource tipTeacher presents cases verbally. Students discuss in groups. No materials needed.
Activity 2 — The politics of offshore processing
PurposeStudents engage with one of the most contested current issues in refugee policy.
How to run itDescribe the offshore processing model. Several wealthy countries have developed arrangements in which asylum seekers who arrive (or would arrive) are transferred to third countries for processing or for extended stay. Australia pioneered this with the 'Pacific Solution' (Manus Island, Papua New Guinea, and Nauru, from 2001). The EU-Turkey deal (2016) effectively paid Turkey to prevent further asylum seekers reaching Greek islands. The UK proposed (and has partially implemented) transfers to Rwanda from 2022. Present the arguments. Position A (supporting offshore processing): wealthy countries have a right to control their borders. Irregular migration crises have overwhelmed some national systems. Offshore processing deters dangerous sea crossings by smugglers. It allows orderly resettlement rather than random arrivals. Position B (against offshore processing): these arrangements violate non-refoulement in practice. They shift responsibility from wealthy to poorer countries. Conditions in offshore sites have been widely criticised by UN bodies and human rights organisations. They transfer harm (including documented cases of self-harm, depression, sexual violence) rather than solving problems. They undermine the international refugee system. Present evidence from specific cases. Manus Island and Nauru: years-long detention, multiple suicides, severe mental health crises, eventually largely closed. The EU-Turkey deal: dramatic reduction in Mediterranean crossings at the cost of vastly increased deaths by people taking longer routes; Turkey later used the deal as political leverage. The UK Rwanda plan: limited implementation, significant court challenges, uncertain outcomes. Ask: do these policies work on their own terms (reducing arrivals, deterring smugglers)? At what cost? Are there alternatives (legal pathways, expanded resettlement, direct international support to countries hosting most refugees) that might achieve similar goals without the same harms?
💡 Low-resource tipTeacher presents the issue verbally. Students discuss in groups. No materials needed.
Activity 3 — Climate displacement and the legal gap
PurposeStudents engage with an emerging challenge that existing refugee law does not address.
How to run itPresent the problem. Climate change is already displacing millions. Sudden disasters (cyclones, floods, wildfires) displace tens of millions annually, mostly temporarily. Slow-onset changes (rising seas, desertification, drought) will likely produce larger permanent displacements. Estimates of climate-displaced people by 2050 range from 200 million to 1 billion — figures that dwarf the current global refugee population. Present the legal gap. The 1951 Refugee Convention does not cover climate displacement. Climate-displaced people are not legally 'refugees'. Most are internally displaced (within their own country) and so not covered by the Convention anyway. Those who cross borders face no specific international protection framework. Present current developments. The Kampala Convention (African Union, 2009) includes climate-displaced people in its IDP protections. The 2018 Global Compact on Migration and Global Compact on Refugees acknowledge climate factors but do not create new protections. Some small island states (Tuvalu, Kiribati) face potential total loss of territory — raising unprecedented legal questions. Individual court cases (Teitiota v. New Zealand in the UN Human Rights Committee, 2020) have begun to recognise some climate-related non-refoulement claims. Ask: what legal framework should cover climate displacement? Options include: (1) extending the 1951 Convention definition; (2) creating a new treaty specifically for climate displacement; (3) regional arrangements; (4) national systems of complementary protection; (5) international solidarity mechanisms without formal refugee status. Each has strengths and weaknesses. Discuss: should countries that contributed most to climate change have stronger obligations to climate-displaced people? Is this 'climate justice' principle realistic? What is the relationship between mitigation (preventing further climate change) and protection (supporting those already displaced)?
💡 Low-resource tipTeacher presents issues verbally. Students discuss in groups. No materials needed.
Discussion Questions
  • Q1The 1951 Refugee Convention was designed for post-WWII Europe. Is it still fit for purpose in a world with 120+ million forcibly displaced? What would a modern framework look like?
  • Q2The principle of non-refoulement is central to refugee law, but states have developed many techniques to avoid it. Are these techniques legally legitimate? Morally?
  • Q3Most refugees are hosted by countries that did not cause the conflicts producing them, often at enormous strain. Is the current distribution fair? What would a fairer system look like?
  • Q4Climate change will produce unprecedented displacement. Should a new international agreement be developed specifically for climate displacement, or should existing frameworks be extended?
  • Q5Resettlement programmes allow a small number of refugees to be admitted to third countries. Should these be dramatically expanded? What are the strongest arguments for and against?
  • Q6Some argue that refugee acceptance undermines the ability of societies to maintain their character and cohesion. Is this a legitimate concern, or a restatement of exclusionary nationalism?
  • Q7The distinction between 'refugee' (forced) and 'migrant' (voluntary) has been central to refugee law, but it is often difficult to apply in practice. Is the distinction sustainable? What replaces it if not?
Writing Tasks
Task 1 — Extended essay
'Wealthy countries have a moral obligation to accept significantly more refugees than they currently do.' To what extent do you agree? Write 400 to 600 words.
Skills: Thesis-driven argument, engaging with global patterns, moral philosophy, practical considerations
Task 2 — Analytical response
Explain what the principle of non-refoulement is, why it is considered central to refugee law, and give one example of how states have tried to work around it. Write 200 to 300 words.
Skills: Explaining a legal principle, understanding its importance, analysing practical evasion
Common Misconceptions
Common misconception

Most refugees are single young men seeking economic opportunity.

What to teach instead

The demographic reality of refugee populations varies by conflict but does not match this stereotype. Women and children make up roughly half of most refugee populations. In some contexts (Ukraine after 2022, most of sub-Saharan African displacement), women and children are the majority. The image of male economic migrants is often conflated with the distinct category of refugees — who are defined by the danger they flee, not their demographic profile. The stereotype is typically deployed politically to reduce support for refugee acceptance; it does not reflect actual refugee populations.

Common misconception

Refugee camps are meant to be temporary, so refugees should return home quickly.

What to teach instead

While camps are designed as temporary, most refugee situations last decades. The average refugee situation now lasts over 20 years. Many refugees are born in camps, grow up in them, and die there. 'Returning home quickly' often is not a realistic option — home may have been destroyed, the threat may persist, or the family may have no home to return to. The international system increasingly recognises that long-term integration (whether in the country of asylum or through resettlement) is often more realistic than return. Treating 'return' as the default expectation can trap refugees in indefinite limbo.

Common misconception

Refugees take jobs from local workers and drain public resources.

What to teach instead

Evidence on refugees' economic effects is complex but largely positive when they are allowed to work and integrate. Most studies find refugees are net economic contributors over the medium term — through work, taxes, entrepreneurship, and consumption. Short-term integration costs (housing, language, services) are real, but long-term contributions typically exceed them. Labour market effects on native workers are small in most studies. Where problems exist, they are typically caused by policies that prevent refugees from working, not by refugees themselves. The 'refugees drain the economy' claim is widely repeated but poorly supported by evidence.

Common misconception

The current refugee system works well; we just need to enforce existing rules.

What to teach instead

The current system is under severe strain that enforcement alone cannot address. The 1951 Convention does not cover climate displacement. Non-refoulement is eroded by offshore processing and pushbacks. UNHCR is chronically underfunded. Resettlement covers less than 1% of refugees globally. Most refugees are stuck in protracted situations without meaningful solutions. Responsibility is distributed wildly unequally between states. The system needs significant reform — whether through expanding the definition, creating new frameworks, or better distributing responsibility. 'Enforcement' without reform means enforcing a system that is already inadequate.

Further Information

Key texts accessible to students: Guy Goodwin-Gill and Jane McAdam, 'The Refugee in International Law' (3rd ed., 2007) — the standard legal textbook, challenging but authoritative. For a human perspective: Philippe Legrain, 'Refugees Work' (2016); Alexander Betts and Paul Collier, 'Refuge' (2017) — a substantive policy critique. David Miliband, 'Rescue' (2017) offers a readable overview. For fiction and narrative: Viet Thanh Nguyen, 'The Sympathizer' and 'The Refugees'; Dina Nayeri, 'The Ungrateful Refugee' (2019) — a searing personal account. Mohsin Hamid, 'Exit West' (2017) is a powerful literary treatment. For current data: UNHCR Global Trends reports (annual, at unhcr.org). The Internal Displacement Monitoring Centre (internal-displacement.org) tracks IDPs. The Mixed Migration Centre (mixedmigration.org) focuses on people moving in mixed flows (some refugees, some not). The Refugee Law Initiative at SOAS provides accessible legal analysis.