This systematic review aims to explore refugees' educational access, experiences and outcomes in Europe since 2015. The review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill gaps in knowledge about the educational trajectories of learners of refugee and forced migrant backgrounds who have arrived in Europe. The review includes studies that focus on all forms of educational provision and services for refugees and forced migrants in Europe: formal, non‐formal and informal. The review also takes a meta‐ethnographic approach to data analysis and synthesis. Key findings highlight the interconnectedness of safety, belonging and success in education for learners with refugee and forced migrant backgrounds and the necessity of economic redistribution, cultural recognition and political participation for achieving these goals.

Extensive evidence exists on how characteristics and circumstances of children shape their lifepaths and outcomes, and on the scale of resulting need. However, little research exists assessing the numbers of children who may be at risk of harm or disadvantage due to their immigration status. In this paper, we sought to establish the degree to which it is possible to monitor the aggregate vulnerability to risk of children in the UK by virtue of immigration status. First, we developed an observable set of immigration risk and vulnerability factors through workshop consultations that were analysed to produce a core set of variables that might be measured to assess aggregate need by virtue of immigration status. Second, we assessed through an administrative data review what is known statistically about the numbers of children at risk by virtue of immigration status in the UK. This research indicates a considerable gap in statistical knowledge of the level of vulnerability of children in the UK by virtue of immigration status. The approach we have developed provides a framework for future statistical work that might address this gap.

Despite adversities arising from the Palestinian experience, studies have shown that Palestinian students can demonstrate educational resilience. However, a gap in knowledge exists about inclusive teaching and learning strategies that contribute to Palestinian students’ educational resilience. This research uses mixed-effects regression modelling to examine reading and science literacy outcomes of 1279 Palestinian students in UNRWA schools in Jordan. The findings revealed two promotive factors (student online reading and teacher–student relations) and two protective factors (student enjoyment of reading and student control strategies) for reading, and two protective factors (student awareness of environmental matters and student epistemological beliefs about science) for science. Knowledge about the promotive and protective factors has important implications for reading and science educators working with Palestinian children.