Bordering belonging: A qualitative exploration of educational integration for Syrian refugees in Lebanon across perceived value and impact

Abstract

Syrian refugee children in Lebanon face significant barriers to education, navigating a system split between formal afternoon shifts in Lebanese public schools and informal education provided by NGOs and community-led initiatives. This study finds that despite the formal system’s promise of recognized certification, informal education is widely perceived by both students and parents as more accessible, relevant, and supportive. Parents prioritize their children’s well-being, viewing informal schooling as a space where students receive tailored support, culturally sensitive instruction, and trauma-informed teaching—contrasting with the exclusion, overcrowding, and linguistic barriers faced in formal education. While formal schooling offers potential pathways for mobility, its quality and effectiveness are questioned, leading many families to prefer informal alternatives that foster retention and engagement. These findings challenge dominant assumptions about the superiority of formal education and underscore the need for more inclusive, flexible, and contextually responsive approaches to refugee education in Lebanon and beyond.