Abstract
This paper explores the intrinsic links between rupture, loneliness, resilience and agency within the experiences of refugee and asylum-seeking people, drawing on a wider study conducted in Scotland during the COVID-19 lockdowns in 2020 and 2021. The paper then posits education, in its diverse forms, as a potential anchor, providing a sense of structure, belonging and purpose, thus serving as a bulwark against the negative impacts of rupture and loneliness. The findings presented here are based on 51 semi-structured interviews with people at different stages of the asylum process or with refugee status, offering insights into how educational experiences, both formal and informal, can act as a crucial support system during times of uncertainty and crisis. This exploration contributes to a deeper understanding of the challenges faced by refugee and asylum-seeking people, and the potential of education to foster resilience and integration within host communities.
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