Voicing the Refugee Student’s View
Editor's Note
This guest contribution was written by Rwan Elmileik in collaboration with students from Fugee School, an alternative learning centre serving refugee and stateless students in Malaysia.
The article emerged from a four-week media literacy program exploring media narratives, online behaviour, misinformation, and digital citizenship. Through guided discussions and reflective exercises, approximately 50 students shared their perspectives on migration, online spaces, belonging, and the role of leaders in creating more inclusive communities. Student quotations are published anonymously and shared with consent.
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When was the last time you saw a news headline about a global migrant crisis? When was the last time you heard from the young person behind the headline? When we hear and we see them, is it a silent voice?
This piece is the culmination of a media literacy program run with Grades 7.8,9 and GED in Fugee School over 4 weeks. Fugee School is a K-12 alternative learning centre in Malaysia serving refugee and stateless students. Media literacy at its best is give-and-take. To consume and to create. This article encompasses self-expression and co-creation in media, centring student perspectives on various topics, including Migration, Hate Speech, Misinformation and online behaviour – with direct quotations and excerpts from our students.
The following direct quotations are shared with each student’s complete consent to share. Each excerpt is shared anonymously.
“Migrant” is a broad and often vague label when you are not limited to it. When we add refugees, stateless, or asylum seekers, there is a significant change in tone and experience. Several students did not identify with the term migrant, and questioned their relevance to the term, perhaps because of its shallow representation of different immigration experiences. I asked students to reflect on these labels and how their lives or thoughts have been shaped by them. To begin, here were some of their insights:
“I believe that the labels I am given as a migrant are always based on the basis that my existence should not be allowed. Simply living and existing here makes the locals think that they are doing us a favour. So mistreating us is the price of their favour ( simply letting us breathe in their land ).”
“Some people make assumptions based on where someone comes from instead of getting to know them as a person. This can lead to unfair treatment or stereotypes.”
Students routinely mentioned the frustration of being judged at face value, framed through stereotypes and unfair treatment.
“Labels can create stereotypes before people get to know you; some people may make assumptions about your culture, language or abilities”
When these labels bleed into unfair assumptions, we see misinformation spread rampantly
— without a clear solution in sight.
“Yes, the labels given to us change the way people treat us — people assume that migrants will take away their jobs, abuse welfare programs, increase the crime rate and impose their culture”
Students repeatedly highlighted in particular the role of social media in channeling these sentiments. They reflected on responsibilities surrounding hate speech, microaggressions and antisocial behaviour online. Many students expressed a distaste at the lack of responsibility and accountability faced by social media companies
“ I think they [social media companies] should take responsibility because as the owner of the platform, you’re responsible for the [inevitable] results caused by your platform. They should take accountability and do something about it “
Meanwhile, others cited parental responsibility.
“I believe companies have the responsibility to protect young people on their platforms, but I don't think they should be legally punished because it is also parents' responsibility to protect their children.”
In the midst of differences of opinion, students reach a consensus that online spaces are riddled with harmful content and desperately require reform. Looking more closely at how these issues appear in students’ day-to-day lives, we learn exactly how online negativity manifests in their digital spaces:
“In my opinion, I think the problems I see online are mostly misogyny. Seeing a lot of young women and girls be shamed and bullied for the littlest thing, sometimes even things they wouldn't judge, scrutinise the men and boys for. Whether it's religion, love or careers they choose, they always get hated on.”
“I hope to see less cyberbullying, fewer scams, and better control of false information online. I also hope people will be more respectful and responsible when using the internet. In my opinion, I've seen a lot of online problems like cyberbullying, scams, and false information. I believe those issues can damage people, maybe even lead to real-life problems like someone committing suicide.”
“Something that happened affected my life. A friend of mine was cyberbullied on social media and received a lot of negative comments. They felt stressed and unhappy. He even lost all his confidence, which affected his social interests.”
It became increasingly clear that themes of online negativity showed up in their personal lives, through family, friends, or simply observation. The consequences of compounding vulnerabilities associated with online exposure and social marginalisation still pose a worrying uncertainty.
When marginalisation is taken to the extreme of hate speech, we see that there is frustration and want for change; students are aware of the narratives which surround and affect them
— more importantly, they understand how this shapes their lived experiences.
“Sometimes leaders use migrants to put all problems on them because of that people start to hate migrants”
“Immigrants in Malaysia are shown as lowly people. A police officer once came to me and said harshly to go back to my country, and was racist towards me”
“It can appear as a joke, insults, stereotypes or offensive comments online; social media often spreads hate speech quickly”
“Even small comments can make people feel excluded or unwelcome.”
These observations speak to something important: hate speech does not only manifest in extreme or obvious forms. It lives in the small, everyday dismissals — the offhand remark, the casual stereotype, the joke that is not quite a joke.
The Future We hope For.
Here, the future students' vision for a better future is clear, and the following comments encompass this;
“I would like to see a future where people are judged by their actions and character rather than their nationality or migrant status. More education and understanding between communities could help reduce prejudice.”
“Reducing hate speech and discrimination can help create stronger, safer, and more welcoming communities for everyone.”
“I hope to see more kindness and empathy in online spaces”
Respect, dignity and kindness are directly tied to our humanity. Our students envision not favourability but a restoration of values that foster greater cohesion and community. Perhaps a community formed through shared humility and vulnerability, regardless of how this materially manifests for each person.
Why this Matters.
These issues are framed in media narratives unfairly, sharing misinformation, disinformation and malinformation. Our students have a clear position — that equity and fairness should be treated as a right, not a favour.
Fugee students have the following to say:
“Everyone deserves respect, fairness and equal opportunities”
“Just because someone is different, it does not make them less unique”
“People generally assume negative things about migrants; discussing the topic brings awareness and helps persuade people that their understanding about migrants is not true”
What Students Want Leaders to Understand
The real question this piece raises is not what we can teach these students, but what Leaders might learn from listening to them.
“Leaders should promote inclusion, educate people and take action against discrimination” - GED Fugee
“Leaders should speak out against discrimination, promote inclusion, and support
policies that protect people from hate speech. They should also encourage respectful discussions and education.”
“I think leaders should accept and stop treating immigrants as people who are seen as “dangerous” or different … we are all human no matter colour, accent or culture, and that’s what makes us all unique “
Fugee students are not passive recipients of the narratives written about their communities
— they are sharp, thoughtful, and articulate voices who deserve to shape those narratives themselves.
These reflections are not asking for special treatment. Rather, they are a reminder of values that many young people believe should guide our communities: fairness, dignity, empathy, and respect for all people. By listening to refugee and stateless youth directly, we gain a deeper understanding of how more inclusive societies can be built.