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Incluusion has been offering free bachelor courses to refugee students since 2016. But what is the actual impact on these students and the broader �����̨ community? Two new studies explored this. “We live in a world full of refugees, and the number is only increasing. It is important that we engage with them. We can learn from them and they can learn from us,” noted a �����̨ teacher.

Incluusion has proven to be a catalyst for social integration by providing a flexible, supportive pathway tailored to the diverse needs of refugee students. The programme emphasises support, informal learning, and social capital formation. It allows participants to gain confidence in their integration process. “I am not just a refugee anymore,” mentioned a student.

The results also showed that �����̨ teachers are massively supportive and enthusiastic about participating in the Incluusion programme. “In my experience, the Incluusion students are among the most committed and diligent students in my courses. It has been thoroughly rewarding to teach them,” wrote a Humanities teacher. The refugee students positively impact classroom discussions, broaden worldviews of �����̨ teachers and their students, and - especially in smaller groups - improve the teachers’ intercultural teaching skills.

Catalyst for integration

The survey among former Incluusion students (n=64) and two focus groups demonstrated that Incluusion substantially enhanced students’ social integration scores. Furthermore, Incluusion acts as a catalyst in a three-step integration process.

1. Regaining a sense of self and individuality

Before joining the Incluusion programme, many refugees experienced a profound loss of individuality, often reduced to just a “number” by the asylum system, with its restrictive conditions, lack of personal agency, and language barriers.

Incluusion helped restore their individuality by reconnecting them with their education, professional experiences, and important aspects of their identities. Through the courses, access to university resources, and meaningful social interactions, participants were able to reclaim their multifaceted identities, moving beyond the singular "refugee" label.

2. Creating social capital in the Netherlands

The formation of social capital is closely tied to regaining a sense of self for Incluusion participants. Once they reconnected with aspects of their identity, they gained control over creating their social capital. Incluusion provided initial social interactions through Buddy Support and community events, enabling participants to develop friendships, social ties, and civic participation. As one student noted: “Once you come to Incluusion and reconnect with people like you, you see your future.”

Participants highlighted how reclaiming their identities facilitated active social engagement, such as creating deep friendships and blending academic and asylum centre environments. Ultimately, Incluusion empowered participants to build their own social networks and integrate more fully into Dutch society.

3. Long-term sustainable social integration

This final step was marked by students feeling more connected to Dutch society. Participants expressed that Incluusion gave them a sense of purpose and direction, helping them envision a future in the Netherlands. The social networks and support systems established through the programme were crucial in this process, offering the confidence and motivation needed to pursue further education and integrate fully into society. “If it wasn't for the social aspect of Incluusion, I don't think I would have been able to apply to a Masters course,” says a student.

“I was pleasantly surprised to hear that Incluusion also benefits our students in the long-term. Incluusion seems to empower them, helping them regain their identity during the rough process of their asylum procedure, and gaining confidence in their further integration in the Netherlands,” mentions Ragna Senf, project manager of Incluusion.

Impact on other �����̨ students and teachers

A second survey targeted at involved teaching staff (n=98) illuminates the breadth of impact the Incluusion programme has on other �����̨ students, teachers, and the university community. One teacher notes how Incluusion allows refugee and asylum seeker students to become a “meaningful part of our society”.

The programme’s influence, however, extends beyond the refugee students it is catered for. Incluusion evidently embodies Utrecht University’s commitment to inclusivity and diversity by allowing refugee students to enrich classroom discourse and enhance learning environments across all faculties. This positive impact is felt by both regular �����̨ students and their teachers, making it unsurprising that a resounding 97.3% of the respondents would recommend fellow teachers to participate in Incluusion.

Teachers highlighted multiple benefits in their responses. The Incluusion programme enabled the diversification of the university itself. Additionally, according to the teachers, Incluusion students have a noticeable impact on other �����̨ students by broadening their worldview, introducing new or different perspectives, and raising awareness of intercultural differences. “They had a big impact on the group as they had lived less sheltered lives than the average student at �����̨,” mentions a teacher.

Another benefit that emerged is the positive impact of Incluusion students on the teachers themselves. Respondents cited that having Incluusion students in their courses raised cultural awareness among teaching staff, deepening their understanding of intercultural differences and thereby improving their intercultural teaching skills.

Solidarity and social mission

Although not explicitly asked about in the survey, it is striking that many teachers mentioned solidarity and the social mission of the �����̨ as reasons for participating in Incluusion. “There is also value in doing the right thing and showing that to students, staff, and society at large”, mentions a Humanities teacher. A Science teacher noted that through Incluusion, teachers can “fill a social mission, which is an important duty to the university”, while another teacher mentioned that “The striving factor in continuing the Incluusion program should be to help this vulnerable population”.

Incluusion - past and future

Incluusion has been committed to equal opportunities for refugee students since 2016, welcoming them to �����̨ bachelor courses and the summer courses of the Utrecht Summer School. By now, more than 1,600 students have participated in to Incluusion, which in addition to the free courses also offers a support programme including Restart and a buddy programme.

"The research results show that Incluusion not only acts as a catalyst for the integration of refugees. The participation of refugee students in �����̨ courses also has a positive impact on our own �����̨ community", says Senf. "We are also pleased with the support of our teaching community, which is clearly evident from the research." When asked whether the university should continue the Incluusion programme after 2024, 72% of the teaching staff responded "strongly agree" and 17% "agree".

This research was done in light of the end of the current Incluusion programme, which runs from 2021 until the end of 2024. The studies aimed to investigate the impact of the programme and the value of having an Incluusion programme at the university, not only for the refugees, but also for the university community itself.

Downloads

Not Just a Refugee Anymore - Thesis summary: a summary of this master thesis research by Fern Kelly-Landry.

Teacher survey: a report with the results of the teacher survey.