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This study examines the role of demographics on education and career trajectories of refugees’ in Canada from an intersectional perspective. It implemented a 14-week unique educational program that was completed by a total of 41 refugees’, over two cohorts with the goal to overcome barriers, bridge gaps and facilitate their transition into higher education. The data collected using semi-structured interview guide was analyzed using a constant comparative method. The findings suggest that a supportive educational model that promotes safety, sense of belonging and empowerment are critical to combat the structural racism, sexism and other discriminatory factors in accessing higher education.

Drawing on a 2‐year community‐based participatory research project, and grounded in the theories of positive psychology, this article examines the effects of targeted educational support on refugee participants’ psychological capital (PsyCap)–hope, self‐efficacy, resilience, and optimism–as well as life satisfaction. Two groups of participants attended a 14‐week trauma‐informed, educational support program in 2 consecutive sessions. The program was designed in collaboration with George Brown College, the Centre for Addiction and Mental Health, Wellesley Institute, and the Canadian Centre for Victims of Torture. The study aimed to understand the link between psychological capital and life satisfaction among refugees. Findings show that the participants’ psychological capital–particularly PsyCap‐resilience and PsyCap‐optimism–improved consistently, which in turn was reflected in the participants’ improved life satisfaction. The result also indicated a relationship between the four main characteristics of psychological capital and life satisfaction. We conclude that these indications of a potential positive association between refugees’ psychological capital and life satisfaction should be further examined.

This paper explores the role of an innovative trauma-informed, strengths-based education program designed to address barriers to education about the self-esteem and well-being of survivors of torture and/or war. Results show a statistically significant change in participants’ self-esteem measures. Qualitative data suggest that the participants perceived the program as a safe space that afforded social support and factual information about access to tertiary education. The program also reinforced participants’ sense of belonging and helped sustain their feelings of hope and motivation. Trauma-informed, strengths-based educational programming is a promising framework that can support survivor’s self-esteem, sense of identity, and successful resettlement.

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