Sakibul Hasan

Misbahur Rahman came to Bangladesh in 2017, at the age of 10, after being displaced from Myanmar. Nearly nine years later, at 19, he reflects on the lives of children growing up in the refugee camps—not only their daily struggle to meet basic needs, but also their search for opportunities to build a future.

 

The scale of the crisis is reflected in UNICEF’s 2026 Humanitarian Action for Children appeal, which estimates that approximately 599,965 Rohingya children are living in Bangladesh. The figure is based on Government of Bangladesh–UNHCR population data as of 31 August 2025. Meeting the needs of so many children requires more than food and shelter. They also need education, healthcare, nutrition, protection, opportunities to play and the chance to plan for their future.

 

According to Misbahur’s observations, some children attend learning centres, others help their families, while some spend time playing with their peers. Yet opportunities for education, safe play and skills development remain unequal. Poverty, overcrowded living conditions, limited educational provision and uncertainty about the future can make childhood difficult.

 

Many children dream of becoming doctors or teachers, while others hope to serve their communities. But without the education and opportunities needed to pursue these ambitions, their paths forward become narrower.

 

Education: How Far Can Children Go?

Education helps children imagine a future for themselves. In Rohingya camps, some have access to learning centres and educational activities supported by humanitarian organizations. However, many still face barriers to learning.

 

According to UNICEF’s 2026 information, an estimated more than 235,000 Rohingya children and adolescents aged 5–17 in Bangladesh are out of school. Meanwhile, UNHCR’s 2025 Annual Results Report states that 306,068 children aged 3–18 received education services through various partners across the 33 camps in Cox’s Bazar and on Bhasan Char.

 

According to Misbahur’s, continuity in education is a particular challenge for older children and adolescents. Limited learning facilities, shortages of educational materials, financial hardship and restricted opportunities for further study can all stand in their way.

 

As children grow older, their needs change. Beyond basic education, they require quality teaching, skills development, guidance and opportunities to plan for the future. Interrupted education can limit both personal ambitions and their ability to contribute to their families and communities.

 

Food, Safe Water and Healthcare

Education alone cannot ensure healthy development. Children also need nutritious food, safe drinking water, sanitation, healthcare and secure shelter. Mishabur observes that despite humanitarian assistance, many families still struggle to meet these basic needs. Overcrowding, limited living space and poor sanitation can increase health risks and make access to healthcare and nutritious food more difficult.

 

Children with disabilities and those needing additional support may face greater barriers when services, accessible facilities or information are limited. Protecting children’s rights means ensuring not only education, but also the conditions they need to survive, grow and fulfil their potential. Reliable data are essential to identify gaps in nutrition, safe water and healthcare.

 

When Playgrounds Shrink, Childhood Shrinks Too

Play is more than entertainment. It helps children build friendships, learn teamwork, express creativity and develop physically and emotionally. Mishabur says some children play informally in the camps, while community initiatives and humanitarian organisations arrange recreational activities in certain areas. However, access to safe play spaces, sports equipment and organized activities remains unequal.

 

In overcrowded settings, space for safe play can be limited, reducing children’s opportunities to explore, learn and socialize. A safe place to play is not a luxury. It is an essential part of childhood and healthy development. Data on the availability of play spaces and children’s access to them would help clarify the extent of the problem.

 

An Uncertain Future and Emotional Well-being

Prolonged displacement can expose children to uncertainty. According to Mishabur’s observations, limited opportunities, family worries and concerns about the future may contribute to fear, sadness or stress, though every child’s experience is different and their emotional state cannot be judged simply by appearance. Children need safe spaces to speak freely and access appropriate support when needed. Supportive adults, mental health and psychosocial services, and opportunities for play and creative activities can promote healthy development. Listening to children and taking their feelings seriously can help sustain confidence and hope, while reliable data and regular assessments are needed to identify support gaps.

 

Child Protection Must Be a Priority

Child protection is another important concern in the camps. According to Mishabur, effective systems are needed to address risks such as neglect, abuse, exploitation, child labour, child marriage and separation from family members. Poverty, limited safe spaces and inadequate support can increase children’s vulnerability. Even where protection services exist, families may not know how to access them. Fear, stigma and concerns about confidentiality can also discourage people from seeking help.

 

Protection services must therefore be accessible, child-friendly and sensitive to individual needs. Children and caregivers need clear information about where and how to seek help safely. Protecting children’s identity and dignity is equally important. Reports of child labour, abuse or child marriage should be supported by reliable evidence; general concerns must not be presented as verified incidents.

 

Children Have Dreams-They Need Opportunities

Mishabur’s observations suggest that many children in the camps dream of becoming doctors, teachers, engineers or researchers. Some hope to work in humanitarian assistance, support their families or contribute to their communities. These aspirations show that Rohingya children are not simply a population in need of aid; they have their own dreams, talents and potential. Yet having a dream is not the same as having the opportunity to fulfil it.

 

Without quality education, skills development, guidance, scholarships and access to further study, many children may struggle to pursue their goals. For older children and young people, uncertainty about continued education and future prospects is a significant barrier, according to Mishabur. They need pathways that connect learning with skills development and future opportunities, alongside immediate assistance.

 

From Humanitarian Aid to Long-Term Solutions

Humanitarian organisations provide education, food, healthcare, child protection and recreational activities in Rohingya camps. These services are essential, but Mishabur believes gaps remain and support needs to be sustained. Alongside emergency assistance, long-term investment is needed in quality education, healthcare, nutrition, safe play spaces, child protection and psychosocial support.

 

Children’s own views must also be heard. Meaningful engagement with children, caregivers, teachers and young people can help ensure that assistance responds to their actual needs and aspirations. A long-term solution to the Rohingya crisis also requires effective international action. Any repatriation must be voluntary, safe, dignified and sustainable, with fundamental issues such as rights, security and citizenship adequately addressed.

 

Creating a Path Towards Their Dreams

Mishabur Rahman’s nearly nine years in the camps raise an important question: Are children who dream of a better future being given the opportunities to make those dreams a reality?

 

UNICEF estimates that nearly 600,000 Rohingya children in Bangladesh require assistance, while more than 235,000 Rohingya children aged 5–17 are estimated to be out of school. These figures reveal the scale of the challenge, but behind every number is an individual child with distinct needs, experiences and hopes. Children want more than survival. They want to learn, play, grow and build a future according to their abilities. They need an environment where displacement, poverty and limited opportunities do not define their potential.

 

Securing their future requires more than compassion: it demands meaningful action. It requires more than temporary assistance: it calls for long-term planning. And it means not only speaking on children’s behalf, but also listening to their own voices.

 

A child’s dream moves closer to reality when education, protection, healthcare and opportunities are within reach. Creating that path for Rohingya children is not merely a humanitarian responsibility-it is a matter of their rights and dignity.