A stronghold of freedom: how IncLUsion welcomes refugee students into the academic community
The incLUsion programme offers refugees who are not yet able to enrol as regular students the opportunity to take part in university education. Simon (IncLUsion secretary) and Sharon (exchange officer) reflect on the graduation and explain how the programme works.
Saturday 14 June marked your festive graduation – what exactly took place?
Simon: ‘No fewer than 65 refugee students obtained a certificate of participation this semester for following courses at FGGA or at one of the other Leiden University faculties. Twenty of them were present at the graduation. During the event, we reflected not only on their academic efforts, but also on their personal growth and the possibilities after completing the IncLUsion semester. Vice Dean Maarja Beerkens and former refugee Carla Boulos addressed the audience.’
Carla reminded the audience that even in times of waiting and uncertainty, life goes on: ‘Refugee students are not just overcoming; they are actively shaping society. These are not stories of grateful guests, but of citizens in the making.’ In her speech, she emphasised that education is not a one-way street, but a shared process of learning, sharing, and contributing to an inclusive academic community.
This was followed by a panel discussion with Carla, representatives of UAF, and Meeting Point about life after IncLUsion. UAF is an organisation that supports students in accessing education and integrating into the Dutch academic system and labour market. Meeting Point is a department of Leiden University that provides care and support for refugee students and first-generation students from the Caribbean Netherlands and Suriname.
Halfway through the programme, one of the students, Omar M Lababidi, recited a poem about gratitude and the emotions that come with feeling either welcome or unwelcome as a refugee. He shared how IncLUsion once again opened doors for him: ‘A yes at last, in a world that had taught him to expect no.’'
Carla: 'Refugee students are not just overcoming; they are actively shaping society. These are not stories of grateful guests, but of citizens in the making.'
What was discussed during the panel session?
Simon: ‘It was about life after incLUsion. The students receive a certificate of participation, but no degree and therefore no official credits. That certificate is not linked to assessment. While it is possible to sit exams or, in other cases, submit essays, legally it’s not possible to award credits. Many students would like to obtain those, and are therefore exploring options for enrolling in a regular degree programme.’
Sharon: ‘I’ve indeed seen cases where an incLUsion student is very determined to start a bachelor’s degree afterwards. They often want to pursue further education or begin a full degree programme here. These are by no means always young students; some already have an academic background, or even a PhD. There are also participants over 40 who join in order to return to an academic environment, deepen their knowledge, and gain new perspectives.’
And what is your role in this process?
Sharon: ‘I coordinate the enrolment of IncLUsion students within FGGA. Since I’m also responsible for incoming exchange students at the International Office, there’s quite a lot of overlap in the work. We know who to contact. I check with the institutes which courses they can offer as part of the programme, depending on availability and feasibility. I then pass this information on to IncLUsion, and they include it in the course catalogue. I have to give credit to our institutes—our directors of education always respond incredibly quickly, which is really positive.’
Simon: ‘I’m the secretary of IncLUsion. We’re the main point of contact for students: we organise the education itself as well as social activities to help build a sense of community. We promote the programme through social media and mailings to COA locations, and that’s how we recruit students. The only requirements are a good command of English and an academic background. The specific field doesn’t matter—you’ll see students with a PhD in chemistry taking public administration courses with us. That’s possible because most of the courses we offer have few prerequisites.’
Sharon: ‘Once I receive the list of names from IncLUsion, I take care of the enrolment and welcome the students. Just like with exchange students, I organise a coffee moment with stroopwafels, where I give them an introduction to FGGA, explain practical matters, and let them know where to go if they have any questions.’
What do you find most valuable about this work?
Simon: ‘The encounters with the students. A part of the job is administrative: we need to make sure they’re registered, that they follow courses, and that a certificate is issued. But the most meaningful aspect is the conversations. You hear remarkable stories from people who often bring a wealth of life experience. For instance, a human rights lawyer who had to flee because of his work – he brings unique insights into our law classes. These students don’t just learn from us; they truly add something to our academic community.’
Sharon: ‘I completely agree. It’s a small part of my job, but incredibly valuable. The stories are very diverse, and they really make you reflect on how privileged we actually are. I’m convinced that these students contribute a great deal to our classrooms and our discussions. It’s also very enriching for regular Leiden students to encounter these perspectives and insights in class.’
Simon: ‘Sharon also really deserves praise for the way she works. She’s the only faculty coordinator who personally welcomes each student over a cup of coffee. At FGGA, incLUsion is housed within the International Office, and that works incredibly well. At other faculties, that’s not (yet) the case.’
Sharon: ‘That’s because it’s something we already do at the International Office. We have a handbook for new students and know exactly how the process works. It’s definitely a recommended approach.’
At which faculties can incLUsion students follow courses?
Simon: ‘We started at the Faculty of Humanities, but by now almost all faculties are involved. Next year, we’ll even be collaborating with the LUMC. That’s important, because for our diverse group of students, it’s valuable to offer as broad a range of courses as possible. I also believe this is part of what Leiden University stands for – to be that stronghold of freedom, a place for thinkers and academics for whom it is not a given to work in freedom.’
Sharon: ‘I completely agree. As a university, we want to be inclusive, and this is a powerful example of that. That’s why I’m proud that our faculty contributes to it, and I really hope we are making a meaningful impact for these students.’
Simon: ‘It’s also a symbol of hope. Even if the political climate in the Netherlands becomes less welcoming to asylum seekers, we as an academic community can show that these people do belong here.’
The aim of incLUsion in a nutshell?
Simon: ‘We want to welcome students with a refugee background into our academic community. That means more than just attending lectures. It’s also about social integration: sharing meals, joining the Language Café, and being supported by Dutch student buddies. Applications for the buddy programme will open soon – keep an eye on the incLUsion website.’