Significant value can be gained by examining the situation of refugees and asylum-seekers in Trinidad and Tobago, specifically to address their educational needs. This study explores the challenge of providing basic education to refugee and asylum-seeking children in the country, adopting a qualitative research design that integrates elements of ethnography, phenomenology, and Participatory Action Research (PAR).

The motivation for this research emanated from a lack of information and guidance regarding the education of this category of children in Trinidad and Tobago, many of whom enter the country via irregular pathways, and seek consideration for staying or resettlement in other countries. The country's dualist system, where international and domestic legal commitments traditionally exist separately, combined with the absence of national policies and legislation specific to refugees and migrants, hinders their access to mainstream public and private education. Consequently, their right to education is impeded, impacting their integration into the host country and their future prospects.

This study examines challenges faced by this population and aims to find solutions for children on the move in Trinidad and Tobago. It includes a comprehensive review of the nation's educational history and an analysis of the legal frameworks. The research underscores the importance of proactive planning to address existing needs and promote self-sufficiency among those seeking assistance. Drawing from factors influencing this group, international frameworks, and region-specific elements, the study concludes with a framework of proposed interventions for relevant stakeholders to address current challenges, and raise awareness about the educational deficits experienced by this demographic. It also highlights the loss of years of schooling for this population and contributes to the discourse on fostering integration and respect among individuals from diverse ethnic and socio-cultural backgrounds. It aims to influence decision-making and future legislation, around education for refugees and asylum-seeking children.

The findings offer a blueprint for addressing educational challenges in Trinidad and Tobago, and are relevant for global educators facing similar issues due to the growing displacement of children worldwide, caused by political unrest, violence, persecution, conflict, poverty, climate change, war, and economic instability.