Exploring challenges of integrating Afghan returnee children into schools in Afghanistan

A recent study in Afghanistan's Torkham Omari Refugee Camp reveals significant challenges in integrating children returning from Pakistan into the formal education system. Despite strong parental support (98.6%) and high trust in the education system (95.8%), a substantial majority (76.3%) of these children experience incomplete educational trajectories. The primary barrier identified is poverty, compounded by economic constraints and a lack of identification documents (12.6%), which hinder enrollment and educational continuity. Approximately one-third of returning children are also affected by these challenges.

Why it matters

This research highlights critical systemic failures in educational access and integration for vulnerable populations, specifically children returning to Afghanistan. Addressing these barriers is crucial for long-term stability, human capital development, and fostering societal cohesion, which has broad implications for regional development and international humanitarian efforts.

Key insights

• 98.6% of parents express willingness to support their children's education.
• 95.8% of parents maintain high trust in Afghanistan's formal education system.
• 76.3% of returning children experience incomplete educational trajectories.
• Poverty is identified as the most fundamental barrier to educational integration.
• Economic constraints and a lack of identification documents (12.6%) significantly impede school enrollment.
• Approximately one-third of returning children face integration challenges.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1882920