Thousands of children reach Mexico every year, along with relatives and in many cases without a company, looking for a better life. They are minors leaving their home with a backbar on the back, loaded with certainty and fear, but also hope and illusion.
Indeed, as refugees, joining school life is one of its great challenges, especially in a system in which they are not calculated in the budget, both health and educational, The United Nations Refugee Agency (United Nations Commission for the UN Commission) warns.
This is the case of Yaith, 7 years, who is taught at Leonu Vicario School. “I love to tell a story and read Cat with shoes Give me. “
S. Claudia, 6 years and demanded the same introductory elections. “I love to be with my comrades and study,” said Saeed.
Both were born in Honduras and arrived in Mexico with their parents. Now they face the challenge of integrating into a completely different educational system from their country of origin, as well as a society they start weaving relations with it.
The director of that campus, Destruction Ruiz, confirms that “regardless of the whereabouts of students, everyone has the right to reach the school. We must talk about property rights to learn, because it is difficult to conduct assessments with students when they come from a completely different educational system from Mexican topics”, in addition to setting the needs that teachers possess, such as this lack of training in their topics on topics like them. “
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Yareth and Claudia are among the thousands of children and adolescents who requested asylum or shelter from the Mexican Committee for Refugee Aid (COMAR) and joined the classroom, through a program created by the Commission.
Only last year, there were more than 2,400 minors who managed to register at school, according to the report in Mexico in Mexico 2024, presented by the Commission.
With the local integration program (PIL), 85 % of the minors who settled in Mexico in the educational system have been recorded since then they have continued their studies.
Often in public programs and services such as the issue of health or education, the budget that contains the population known to be residing in that city, then this category of population is not calculated with the vision of refugees, but this has arrived in the context of mobility, in the general budget of these sites, “Mariana Ikandy, a national officer of the distinguished solutions in Acnur Mexico.
In an interview with Excelsior, Echandi states that it is necessary to make this population visible in public policies and budget.
Echandi says: “We see it on the topic of the Ministry of Public Education books, as it is delivered to schools based on the number of girls and boys registered last year.”
This also affects health services, as it is an axis that generates friction with the local community, because – there are people – there are people who ask “We are waiting for health service and start seeing that there are many foreign people who also need health services and who have to attend and we are waiting more and more.”
Therefore, at work tables with municipalities, with state governments or with the federal authorities themselves, they have been raised how these people of refugees in Mexico are reflected in public budgets.
In 2024, Mexico received about 80,000 new asylum applications, strengthening itself as one of the main destinations for asylum providers worldwide, the UNHCR report indicates.
Most of them come from Honduras, Cuba, Haiti, El Salvador and Venezuela.
In addition, it indicates that more than half of the people who arrived in the country expressed that the main reasons for abandoning their homes are violence, lack of security and threats.
Awareness is the key
In order for their basic rights and integration in the host country to be effective, the United Nations Office warns that when family reunification is not, societal care and family options are necessary to ensure development and children’s development.
In this context, they provided alternative care options for more than 20 children who were separated from their families, and provided them with psychological and social support, school registration and life skills.
Mariana Ikandi notes that one of the most important support issues of childhood is that they can recover as soon as possible to feel food in their lives, and the school is one of the essential elements to protect childhood.
In attachment to the global refugee agreement, it is likely that “this access to education, in the same circumstances, citizens should happen in the first three months after their arrival in the host country, because they are taken into consideration specifically that since girls and boys when they are forced, probably for a long time they stopped to school,” says Ichandy.
Young refugees must handle the resistance of other children. Although in most cases, it is temporary, because they can contact quickly.
Love, which is eight years of Haiti, started studying in the preliminary elections in Mexico and suffered from rejection by his teammates.
Commission authorities and specialists intervened and managed to control the Spanish and be adopted by the student community.
In sessions on Bolay’s book, 450 of the palace was taught in the introductory elections near settlements and informal shelters in Mexico City, she and her companions were educated, about the facts of refugees and the importance of receiving them and sympathy for them.
The panorama in Mexico City was complicated. Last year, more than 14,300 asylum applications received, to become the second destination with the largest number of applicants.
Some youth hostels in capital operate 500 % of their capabilities, exposing the protection of children and teenagers who are not accompanied by their families, pregnant women, the elderly and persons with disabilities, as well as tensions of tensions with the local population.
In the inclusion process, the United Nations High Commissioner for Refugees, while saving children and other organizations, begins activities that enhance what they qualify as peaceful coexistence, which is formed in promoting harmonious coexistence between the reception community and society that comes from refugees.
They are some activities inside the school spaces. There are also others abroad, for example, the subject of sport helps a lot in coexistence with reading activities, as well as reading sessions and inclusion workshops for both children, and for teaching staff in schools and parents.
Some sporting activities and all those who focus on peaceful coexistence within the school space are implemented, in particular, between girls, among boys, why foreign people reach a community, and understand that refugees are not here for fun. “
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