Introduction
For mothers – for all people – seeking sanctuary, everyday life is shaped by exclusion, misrecognition, and resilience. The climate of coercive hostility is only worsening, causing greater harm to people who simply want to rebuild their lives safely as it encroaches further into devolved areas of government responsibility and people’s everyday lives. My research focused on learning and access to education for mothers, demonstrating that they are not luxuries to be weaponised – they are lifelines.
Misrecognition and Barriers
Mothers in Wales often find their skills and qualifications dismissed. Sarah, a survivor of domestic abuse, was told her degree was “too old” to count. She described how her confidence “went to the floor.” Munira, another participant, was misinformed about financial entitlements while studying, leaving her thousands of pounds in debt. These stories reveal how asylum systems and institutions fail to recognise sanctuary‑seeking mothers as capable, skilled, and motivated learners.
This misrecognition has profound consequences: it undermines wellbeing, strips away confidence, and leaves families in limbo. It also wastes talent. Many mothers arrive with professional experience and qualifications that could benefit Welsh society, yet barriers prevent them from contributing.
Recognition and Wellbeing
When mothers’ capabilities are recognised, the impact is transformative. Olena, who arrived in Wales traumatised and unable to function, found healing through education. Enrolling in postgraduate study, she described the experience as “like a medicine” that restored her mental health and gave her hope. Pam, a widow and transnational mother, emphasised the importance of community learning spaces: “The more you interact with people, the more ideas and advice… That’s why I survive on people.”
Education is not only about employability. It is about identity, confidence, and belonging. For mothers seeking sanctuary, learning is a pathway to rebuild themselves as women, professionals, and community members.
Why This Matters
Community groups and education providers are already creating pathways from informal learning into higher education. These spaces are “life savers,” offering confidence, networks, and opportunities. But they need sustained support. And there is a Senedd election very soon in Wales.
Sanctuary‑seeking mothers are resourceful and resilient. They are not passive recipients of aid but active contributors to Welsh society when given the chance. Recognising their skills and supporting their learning benefits everyone.
Call to Action
If any Welsh government is serious about education, its policies must include:
- Investment in community learning spaces with sustainable funding.
- Expansion in sanctuary scholarships and reduction of exclusionary entry criteria.
- Embedding of gender and cultural sensitivity in devolved education and inclusion policies.
- Strengthened collaboration between policymakers, refugee organisations, and universities.
- Recognition of education as central to wellbeing, not just employment.
These actions would benefit everyone in Wales – inclusion for marginalised groups can benefit all and often does.
Conclusion
For mothers seeking sanctuary in Wales and across the UK, social learning and education are bridges for rebuilding lives, identities, and futures. Listening to their voices is the first step. Acting on them is the challenge Wales must now meet.
Research Stories 