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This paper describes how various community partners collaborated to design and implement a student-centred, trauma-informed educational program that addresses the personal and systemic barriers identified by refugees who are survivors of trauma as obstacles to accessing higher education, and consequently social inclusion, in Canada. This 14-week program created a safe space where participants could rebuild identities, agency, and confidence and develop healthy relationships of trust and mutual respect. Measures of well-being and qualitative interviews conducted at entry, mid, and exit points showed statistically significant improvements on measures of self-esteem, resilience, and life satisfaction and overall satisfaction with the program.

The purpose of the qualitative study was to explore the experiences, needs, barriers, and expectations of survivors of torture and/or war, interested in entering post-secondary education in Canada. We conducted 38 interviews with participants from the Canadian Centre for Victims of Torture (CCVT), 10 interviews with CCVT staff, and 1 focus group with 3 participants, which followed a semi-structured interview guide, and were analyzed using a constant comparative method. Survivors of torture and/or war report experiencing informational barriers to navigating educational pathways, accessing professional supports, evaluating credentials, financing education, navigating immigration systems, using online resources, delaying their educational progress, and contributing to mental health distress. [ABSTRACT FROM AUTHOR]