For a Rohingya child, education can bring structure to a life shaped by displacement. It offers a place to practise reading, develop skills, and connect with others. Yet getting into a classroom—and staying there—is not a simple journey for every child.
Learning interrupted by displacement
Many Rohingya children arrived in Bangladesh with gaps in their education. UNICEF has documented limited access to schooling before displacement and the need to support different learning levels in the camps. Education responses therefore need to address both access and the quality of learning.
Source: UNICEF: Refugee education in Bangladesh.
A path to continued learning
Learning centres provide opportunities for children to study close to their communities. The introduction of the Myanmar curriculum was designed to expand learning and support continuity with the education system in their country of origin. In 2020, UNICEF described an initial pilot for older students, followed by a planned phased expansion.
Source: UNICEF: Expanding education, February 2020.
Why dependable funding matters
Learning requires more than a building. Teaching support, books, appropriate materials, and a reliable schedule all matter. In May 2025, UNICEF warned that a severe funding shortfall threatened education services for Rohingya refugee children. That warning shows how quickly learning can be disrupted when humanitarian support becomes uncertain; it is a dated example, rather than a measure of attendance today.
Source: UNICEF: Education funding warning, May 2025.
Supporting opportunity and dignity
Children should have the chance to learn regardless of where they live. Support for education should respond to their age, prior learning, language, and individual needs. Listening to families and teachers helps keep the focus on meaningful learning rather than simply counting enrolments.
Read about daily life in the camps or explore our education program.