Towards Inclusive Higher Education: Refugee Students’ Access, Experiences and Support System in Uganda
Keywords:
Inclusivity; access; higher education; refugee students; support systems.Abstract
This study examined refugee students’ access, experiences and support system in Ugandan higher education.
Guided by Intersectionality Theory, the study analyzed how displacement intersects with selected factors to
shape access and experiences of higher education. The study employed a quantitative cross-sectional survey
across five Ugandan universities (two public and three private). Using snowball sampling, 125 refugee
students were recruited due to low disclosure of refugee status at enrolment to fill a structured
questionnaire. Data analysis was conducted using STATA version 17 to produce descriptive statistical results.
Findings show that refugee students generally perceive higher education in Uganda as of high quality and
protective. The majority reported a safe learning environment, which reflected confidence in institutional
responsiveness to academic and socio-emotional needs. Motivations were mainly employment-oriented.
However, financial barriers remain the main constraint limiting participation. Although the majority viewed
institutional resources as adequate, specialized academic and psychosocial supports were uneven; the
majority reported no targeted support for female refugee students. The study highlights the need for
sustained financial support, gender-responsive approaches and stronger psychosocial services.
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