I remember teaching some of the first refugees from Somalia in my first year of teaching in London. Two brothers who were known by the school to be older than they said who were put into a yr 9 class and had to study Romeo and Juliet. Gentle lads they must have been so bewildered and as an NQT I was out of my depth really.
The story I heard was that they escaped with their parents but the father went back for the sister and both were killed. Once they were over 18 they could be called back for military service.
i think Somalia had completely collapsed at that point. I don’t know how they coped.
22 years later I taught a Syrian refugee. In terms of awareness, things have improved - there was more support from other parents, etc but in terms of practical help I think there were still difficulties - for example with language. I used to use Google translate to explain things to the parents who I then found out were illiterate.
I would say that, given the chance all of those boys are just desperate to get going - earn money, work, utilise their energy to help their family. We do support that with free university for refugees but that works with the ones where there is transparency. With someone like young Mo, the options were blocked from his grasp by the family that took him in and frightened him into servitude.
I remember reading that he knew by playing up at school he would be referred to a system that had better facilities and a more focused path to get school boys through the teenage years. He saw a chance and took it and I hope that the government asks his advice on community issues for refugees and he can help identify issues for them that could help other children.