GERE blog

Sadam reflects on what he discovered through data collection in Chad, including teachers’ strong commitment to their schools despite poor conditions, low pay, and psychological pressure. His piece highlights the value of listening carefully, building trust, and creating space for teachers to share their experiences and help shape solutions. (Think Piece 3 of 18)

Zebron reflects on the potential of refugee teachers when they are empowered and included. Drawing on his own experience as a refugee teacher, researcher, and educator, he shares what he learned from collecting data and listening to others, including the importance of dialogue, trust, and support in unlocking teachers’ contributions. (Think Piece 2 of 18)

Abraham shares his insights on the realities of teaching and conducting research in contexts of displacement, and what he has learned about himself and his community from listening to the experiences of others. His words highlight the importance and urgency of creating space for refugee voices in decision-making. (Think Piece 1 of 18)

In this post, our three Research Advisors (Bello in Chad, Joyce in Uganda, and Abraham in Zambia) share their reflections on the second training week, which took place in late 2025.

This video includes perspectives from our refugee teacher researchers in Chad, Uganda and Zambia, as well as some emerging findings from our research.

In this video - first shared at UKFIET, The Education and Development Forum conference 2025 - the Peer Researchers introduce themselves, speak about their experiences of teaching in their host countries, and reflect on the first phase of the project.

In May and June 2025, we completed three week-long training sessions as part of our latest GERE study. In this blog, we share our key takeaways from the training with the team of refugee teacher researchers.

In this post, we share our key takeaways from inspiring scoping visits to Uganda, Zambia and Chad, providing a foundation for the research approach.

Announcing our latest research study: Scaling refugee teacher inclusion models for enhanced agency and well-being: project launch. Read more to learn about this 33-month study in Chad, Uganda and Zambia.

We're delighted to announce the launch of the Voices of Refugee Youth research publications, which represent the culmination of a four-year research study.

Featuring the story of one participant in the Voices of Refugee Youth research study, Israr and Abdul outline their perspective of the challenges facing refugees in Pakistan when seeking to access education and employment.

Khatira reflects on her experience of conducting data collection in her role as a youth researcher for Voices of Refugee Youth, including the challenges and most interesting parts of this process.

In our latest blog, Noor – one of our youth researchers in Pakistan – shares his experience as part of the Voices of Refugee Youth study, and the way it has contributed to his journey as a researcher.

Increasing participation and representation is central to ‘Voices of Refugee Youth’. In this blog, Becky – one of the Jigsaw team – reflects on approaches to co-authorship in academic research, drawing on learnings from the study so far.

Khalid shares his perspective of being a Youth Researcher in Pakistan for the Voices of Refugee Youth study.

Katrina – one of the Jigsaw team – shares her reflections on the affordances of the research study’s youth-centred methodology so far.

Drawing on her experience during data point 3, Asma shares one participant’s story of education opportunities in Pakistan.

Umer outlines the impact of the pandemic on refugee education in Pakistan, drawing on his own experience.