Sudanese students in exile: Learning against the odds

When war broke out in Sudan, countless students were forced to pause or abandon their studies. For many, continuing their education within the country’s borders was no longer an option. A growing number of students sought opportunities abroad in pursuit of stability, academic growth, and hope for a better future.

Egypt with its geographical proximity, linguistic and cultural ties, and strong educational system quickly became the most accessible refuge. Even before the war, Egypt was a popular choice for Sudanese students with its stable academic calendar, diverse educational programmers, and welcoming atmosphere.

But circumstances shifted dramatically with the outbreak of war. While Egypt offered safety and continuity, it also presented new and complex challenges as living costs soared, tuition fees skyrocketed, and the social dynamics altered.

Many students who are currently studying in Egypt have recounted their experiences to me. Their stories show just how resilient and determined Sudanese youth are. Despite enormous obstacles, they continue to pursue their goals. I hope that by sharing their experiences, I can shed light on the broader educational landscape for displaced students and inspire dialogue about the need for more inclusive and supported pathways by those affected by conflict. 

Supporting these young people is not merely a humanitarian gesture. It is a recognition of their determination to move forward despite hardship. It is also an affirmation that hope can endure even in the darkest of times, and that investing in their aspirations is, ultimately, an investment in a more stable and humane future for all.

Measures for structural support
Mohamed’s words sum up the challenging situation many Sudanese students in Egypt now find themselves in.

‘I’m now in the final years of my degree, and I feel close to the finish line. The academic pressure is there, of course, but it can’t compare to the psychological and financial strain caused by lack of support and rising costs. I try to manage as best I can.’

The students’ stories offer important insights into how universities, institutions, organizations, and communities can contribute towards structural support:

• Transparent tuition policies: Unclear and fluctuating tuition policies are among the most pressing issues and a source of anxiety for Sudanese students. Before the war, Egyptian universities offered a 90 % discount for Sudanese students, but levels have dropped sharply. ‘We never know exactly what percentage of tuition discount we are entitled to. Sometimes we hear it’s 70 %, other times 50 %, but no official statement comes neither from the International Students Office nor the university’ (Mohamed). This uncertainty affects not only financial planning but also mental well-being.
  
  
• Expanded scholarship opportunities: Sara, another student, considered freezing or postponing her studies, but managed to continue thanks to support from relatives and charities. But not everyone has this opportunity. Local and international institutions can play a vital role by creating scholarship programmers tailored for displaced and vulnerable students. Even partial scholarships would make an enormous difference.
  
  
• Affordable housing and living support: Living costs in Egypt have risen sharply adding to the burden of high tuition fees. Many students describe how the cost of housing and daily necessities have made life a daily struggle. Access to safe, affordable housing or housing stipends would alleviate one of the heaviest financial stress factors. Partnerships between student unions and non-governmental organizations could offer practical solutions. for example, student unions could collaborate with local NGOs to rent shared apartments at reduced rates or repurpose unused buildings into affordable housing. They could also negotiate discounted rent with local landlords or offer small housing stipends during tough months. Some initiatives, like “work-for-housing” or room-sharing programs with Egyptian peers, would not only ease financial pressure but also build stronger community ties among students.
  
  
• Psychological and social support: Beyond the question of money there is a need for safe spaces and counselling services to cope with the trauma of displacement and financial insecurity. Many students speak of constant anxiety and feelings of loneliness. ‘I feel isolated and exhausted. It even shows in my physical health’ (Sara, student). The student Farouq described feeling weighed down by burden and responsibility. Universities could work with NGOs or psychology departments to offer regular support groups and “listening circles” where Sudanese students can share experiences and coping strategies. They could also train student volunteers as “mental health buddies” or set up small “wellbeing corners” on campus. Such simple, low-cost initiatives can greatly reduce isolation and restore a sense of belonging.
  
  
• Recognition and inclusion: Most importantly, Sudanese students want to feel that they are not outsiders but part of the academic community in Egypt. Policies and programmers that promote inclusion, such as student engagement programmers, mentorship, and cultural activities can reinforce a sense of belonging.

An investment in building a better future
Faced with adversity, many students have chosen not simply to adapt but also to act. Along with a group of peers, the student Altayeb took initiative to identify fellow students who struggled and offer whatever support they could muster. Financial help, sharing accommodation, providing academic resources – all contributions made a difference and enabled others to continue their studies. His story embodies a central aspect of the struggles Sudanese students are up against in Egypt: The intersection of opportunity and challenge. But we shouldn’t merely let them fend for themselves. Being able to continue their education in Egypt represents a path to a better future, but without concrete support they risk losing not only years of education but also hope. Their persistence is already an act of resistance in the face of despair. Will educational institutions, organizations and communities rise to the challenge?

This blog post is written by Rayan Ibrahim. She is a Sudanese nursing graduate and humanitarian caseworker with extensive experience in social and protection programs. She has worked with several non-governmental organizations, including Médecins Sans Frontières (Doctors Without Borders), Save the Children, and St. Andrew’s Refugee Services, supporting displaced and vulnerable communities. Her academic and professional background has shaped her interest in education, social development, and fostering resilience among youth affected by conflict and displacement.

 The series is the outcome of a SNAC workshop that brought together a large group of SNAC fellows and young Sudanese researchers and activists.

The views expressed in this post are those of the author, and do not necessarily reflect the opinions of the SNAC project or CMI.