Educational Inclusion Strategies for Rohingya Children in Bangladesh: Challenges, Policy Gaps and Sustainable Solutions

Abstract

Rohingya refugee crisis constitutes one of the world’s most severe educational emergencies. Nearly 976,507 Rohingya refugees reside in 33 camps in Cox’s Bazar, Bangladesh with children almost being half of the displaced population. The enrolment reached approximately 300,000 learners during the 2023–2024 academic year but a critical funding shortfall in 2025 resulted in the closure of more than 6,400 learning centres and placing the education of an estimated 230,000 children at huge immediate risk. This study examines principal barriers to educational inclusion for Rohingya children and evaluates shortcomings within existing policy and proposes sustainable strategies to strengthen educational access. Methods: Conducted a Systematic review of peer-reviewed studies, policy documents, UN agency reports, NGO assessments and grey literature which was published between 2019 and 2025. Scopus, PubMed, Google Scholar, UNHCR RefWorld, UNICEF repositories and Education Sector Cox’s Bazar databases were used to retrieve sources. Four interrelated challenge domains emerged: structural and legal constraints, sociocultural barriers, financial limitations and psychosocial vulnerabilities. The Myanmar Curriculum Pilot represents significant progress but accreditation deficits, gender inequalities, technological restrictions and dependence on unpredictable donor funding continue to undermine educational outcomes. Sustainable educational inclusion requires legal recognition, accredited learning pathways, trauma-informed pedagogy, community-based educational initiatives, innovative digital solutions and long-term financing mechanisms that position education as a fundamental right rather than a temporary humanitarian intervention.