Project Goal
The project aimed to support the integration of young refugees and asylum seekers in London by reducing language barriers and fostering a sense of belonging. Through English language learning, reading practice, and informal conversation, the project sought to empower students to gain confidence, develop essential communication skills, and strengthen their connections with the wider community.

Objectives

1. Educational Empowerment (SDG 4: Quality Education) – Provide one-to-one and small-group support in English and reading sessions to help students improve literacy, comprehension, and communication skills.
2. Confidence Building and Inclusion (SDG 10: Reduced Inequalities) – Create a safe and supportive environment where students feel encouraged to practice speaking without fear, fostering self-esteem and reducing the isolation often experienced by refugees.
3. Cultural Exchange and Belonging (SDG 16: Peace, Justice, and Strong Institutions) – Promote mutual understanding and friendships between volunteers and students, helping to build inclusive communities and strengthen social cohesion.
4. Sustainable Contribution – Develop practical teaching approaches and resources that future volunteers can use, ensuring continuity of support for students.
5. Leadership Development – Apply adaptive leadership skills by working across diverse learning levels, practicing patience and empathy, and contributing actively to CARAS’s mission.

Outcomes

• Student Progress: Learners demonstrated measurable improvement in reading fluency, pronunciation, and confidence in speaking. For instance, students who initially struggled to read single words were later able to complete full sentences with minimal guidance.
• Empowerment Through Expression: Lessons linked to students’ daily lives (e.g., emotions, weather, likes and dislikes) encouraged participation and allowed them to express personal experiences in English, reinforcing the value of language as a tool for identity and belonging.
• Community and Collaboration: The project fostered meaningful relationships among students, volunteers, and teachers. Volunteers contributed collectively, supported each other, and created a collaborative learning environment that students found welcoming.
• Role Models in Education: Working alongside CARAS staff, especially the lead teacher, highlighted the importance of professionalism, empathy, and patience in refugee education. This served as an example of best practice for inclusive education.
• Personal Growth: The project refreshed and reshaped my perspective on leadership and inclusion, showing that small acts of support can make a tangible difference in helping refugees feel seen, valued, and empowered.

Alignment with the UN Sustainable Development Goals

• SDG 4: Quality Education – By providing language and literacy support, the project directly contributed to inclusive and equitable learning opportunities for marginalized youth.
• SDG 10: Reduced Inequalities – Through lowering language barriers and building confidence, the project helped address systemic challenges that limit refugees’ participation in education, employment, and community life.
• SDG 16: Peace, Justice, and Strong Institutions – By fostering understanding and connection, the project promoted inclusive communities and supported refugees in developing the skills needed to fully participate in society.

Conclusion
This project not only strengthened students’ English abilities but also contributed to their sense of belonging and self-confidence. By aligning with the UN SDGs, it demonstrated how grassroots educational support can empower marginalized communities while also fostering leadership, empathy, and resilience in those who serve.