In Tibet, Nepal, and parts of Central Asia, many children grow up without stable homes, legal identity, or access to school. Some are orphans; others are displaced due to poverty, political repression, or harsh environmental conditions. Education, when done right, is one of the few tools that can change the lives of these children. It offers more than just knowledge—it provides safety, structure, identity, and hope for the future.
Tibetan refugee children living in exile, especially in India and Nepal, often lack legal status or citizenship. Without these rights, they face difficulties enrolling in public schools or accessing basic services. In Nepal, political pressure from China has led to stricter crackdowns on Tibetan refugee communities, even denying children access to formal education (Parker). Meanwhile, inside Tibet, the Chinese government has increased its use of Mandarin-only boarding schools that separate children from their families and communities. This has contributed to a steady loss of Tibetan language, culture, and identity (Human Rights Watch). For orphaned and displaced youth, who already lack family support, this cultural separation is especially harmful.
In rural parts of Central Asia and the Himalayan region—such as Ladakh, Mongolia, and Kyrgyzstan—schools are often far away, underfunded, or nonexistent. Families living in remote villages may not be able to afford travel, uniforms, or school fees. Girls and children with disabilities are even more likely to be excluded from education in these areas (VIIRJ).
But education can be a powerful solution. For displaced and orphaned youth, school offers more than academics—it creates a sense of belonging and daily routine. Studies show that education can provide emotional healing for children who have experienced trauma, violence, or neglect (Open Journals). It also helps protect them from child labor, trafficking, and early marriage by keeping them engaged in a safe and structured environment.
For Tibetan children, culturally rooted education is also a way to preserve their heritage. Schools that teach Tibetan language, history, and values play a vital role in helping students stay connected to their identity. This is especially important for orphans and semi-orphans who may otherwise lose that cultural connection (Utupub.fi). Community-based programs like those supported by the Tibetan Children’s Education Foundation (TCEF) help fill this gap, offering both academic and emotional support.
Several policies and models have shown promise. The “Basic Education Policy for Tibetans in Exile”, adopted in 2004, raised literacy rates to over 75% and introduced culturally relevant curricula for refugee communities (Emory). The Central Tibetan School Administration (CTSA) continues to operate over 70 schools across India, focused on Tibetan language and values (Wikipedia). Sherab Gatsel Lobling, a school in Dharamshala, India, offers newly arrived
Tibetan youth the chance to learn English, Tibetan, and vocational skills, often serving students who arrived alone or after years of hardship (Wikipedia). Other schools—especially monastery-based programs across Nepal, Ladakh, and Bhutan—are stepping in to educate orphans and rural children in their native language.
Organizations like TCEF and the American Himalayan Foundation provide targeted support for these children by sponsoring tuition, books, uniforms, and housing. These programs are essential for kids who don’t have families to support them. Many of the students who graduate from these schools return to their communities as teachers, doctors, or leaders—continuing the cycle of empowerment.
To support these efforts, more funding is needed for culturally sensitive education programs, especially those that serve orphans and displaced children. Policies that recognize the rights of stateless Tibetan children in Nepal and India are also urgently needed. Governments and NGOs should work together to protect children from being separated from their culture or denied their right to learn. Education should not just be available—it should be meaningful, accessible, and rooted in the identity of the child.
Works Cited
“Basic Education Policy for Tibetans in Exile.” Emory Abroad.
https://abroad.emory.edu/_customtags/ct_FileRetrieve.cfm?File_ID=5984
“Central Tibetan School Administration.” Wikipedia,
https://en.wikipedia.org/wiki/Central_Tibetan_School_Administration
Human Rights Watch. “Educate the Masses to Change Their Minds.” Human Rights Watch, 22
May 2024.
https://www.hrw.org/report/2024/05/22/educate-masses-change-their-minds/chinas-forced-reloca
tion-rural-tibetans
OpenJournals. “Education as Psychosocial Support for Refugee Youth.” Journal of Higher
Education Outreach and Engagement.
https://openjournals.libs.uga.edu/jheoe/article/download/1370/1367/1985
Parker, Ian. “Why Is Nepal Cracking Down on Tibetan Refugees?” The New Yorker, 22 Mar.
2023.
https://www.newyorker.com/news/news-desk/why-is-nepal-cracking-down-on-tibetan-refugees
Sherab Gatsel Lobling. Wikipedia, https://en.wikipedia.org/wiki/Sherab_Gatsel_Lobling_School
Utupub.fi. “Education and Cultural Identity in Tibetan Communities.” University of Turku,
https://www.utupub.fi/handle/10024/147847
VIIRJ. “The Role of Education in Tibetan Exile Communities.” Virginia International
International Review of Justice, vol. 17, no. 2. https://www.viirj.org/vol17issue2/3.pdf
About Samay Sikri
Samay Sikri is a senior in California’s Bay Area and currently serves as Student Body President at his high school. With a strong academic focus in political science, policy, and business, Samay is passionate about pursuing a legal career dedicated to juvenile justice and children’s rights—both in the U.S. and around the world.
In the summer of 2023, he worked as a marketing intern with TCEF and now combines those skills with policy research—examining how government decisions impact children’s lives. His work includes research into education policy, refugee rights, and rural access to schooling, alongside advocacy efforts aimed at shaping more equitable systems.
Samay was introduced to the Tibetan Children’s Education Foundation (TCEF) through Breathe Los Gatos and has a personal connection to its mission—his father helped support a school in Ladakh, India, which TCEF helps support as well. Inspired by that legacy, Samay values travel and exploring different cultures, fueling his drive to help preserve culture and promote global understanding.
Motivated by empathy and purpose, Samay is committed to using education, policy, and advocacy to create lasting change for children in underserved communities.
