Typology of Safeguarding Risks

The following typology is based on barriers identified through AHEEN’s RDP program. The categories are intentionally broad, allowing for additional risks to be incorporated as the network learns and adapts. Context-specific considerations, including camp-based and on-site variations, will be addressed during implementation.

A. Cross-Cutting Risks

Legal and documentation vulnerabilities: lack of legal status or recognition of refugee identity documentation, or of educational certificates
Power asymmetries between universities, RLOs, and students; potential for coercion or abuse of authority
Digital safeguarding: data privacy breaches, online harassment, or unsafe digital platforms
Psychosocial well-being: secondary trauma, burnout, or distress due to displacement and academic pressures
Weak reporting mechanisms: fear of reprisal, lack of trust due to stigma or discrimination, or inaccessible complaint channels

B. Secondary Education Risks

Lack of identity documentation for registration in national assessment and examinations
Exposure to GBV, corporal punishment, and bullying
Unsafe school environments, including long travel routes, lack of WASH facilities, and limited supervision
Child labour and early marriage pressures, particularly for girls
Low parental literacy and language barriers limiting awareness of rights, requirements, and reporting pathways

C. Tertiary Education Risks

Sexual harassment and exploitation within higher education institutions
Financial vulnerability leading to transactional relationships or coercion
Digital and data exploitation, particularly in blended and remote learning
Discrimination or exclusion based on refugee or disability status within universities
Ethical risks in research, including tokenism or unsafe fieldwork conditions

D. Sports and Athletics+Education Risks

Physical injury or lack of medical supervision during activities
Harassment and abuse of power by coaches, facilitators, or mentors
Gender discrimination and ableism in team participation
Unclear boundaries between coaching, mentorship, and personal relationships
Lack of accessible facilities or inclusive sport design for learners with disabilities