They’re not in the textbooks. They don’t appear in the orientation guide. Yet they shape everything from how students ask questions to how they write essays. The ‘hidden curriculum’, a quiet set of unspoken rules and behaviours, is being put under the spotlight by researchers at the University of South Australia. And it’s causing real problems for students who have already overcome a lot just to get into the classroom.
This Refugee Week, UniSA academics are focusing on what refugee students face after resettlement. The challenge, they say, isn’t just about catching up academically. It’s also about learning how to navigate the expectations that aren’t officially taught.
“The hidden curriculum is very real,” says Dr Snjezana Bilic, a researcher at UniSA. “It’s about the things that no one spells out. How to behave in class. What’s expected in group work. Where to go for help. These are key parts of the student experience, but they’re often left unsaid.”
Students raised in Australia usually pick up these cues as they go. But for students who have grown up in different education systems, or have had their learning disrupted by conflict and displacement, the expectations can feel alien and confusing.
Dr Bilic says many refugee students arrive with strong aspirations and deep motivation. But these are often offset by other pressures, including trauma, language barriers, family responsibilities, and gaps in formal education. Without targeted support, those unspoken rules can quickly become obstacles.
To respond, UniSA has launched a Refugee Student Support Group. It includes Peer Support Officers who act as cultural guides. They help students understand university processes, build social connections, and offer help in ways that feel approachable and practical.
Dr Heidi Hetz, who co-authored the research, says peer support has proven powerful. “When students are guided by someone who has walked a similar path, it builds trust. It also helps normalise the challenges. The peer mentors explain where to ask for help, how tutorials work, and why it’s okay to share your opinion. This is knowledge that often isn’t written down anywhere.”
The support isn’t just about information. It’s also about validation. Many students arrive unsure if their experiences or perspectives belong in the classroom. Being told directly that their voice matters can be a turning point.
Dr Bilic believes universities need to think more broadly. “We need to be clearer about what we’re asking students to do. That means explaining how learning happens here, providing structure in how assignments are approached, and showing students how and when to reach out to teaching staff.”
She also says that time is a factor. Students who have faced trauma or interrupted learning may need longer to adjust, and that adjustment period should be built into how we design support systems. The key, she says, is to stop seeing unfamiliarity as a weakness.
“If a student doesn’t know the rules, that’s not a flaw. It’s a reflection of cultural difference. And it’s something we can address by being more explicit and supportive.”
Globally, more than 123 million people have been displaced due to war, persecution or conflict. A growing number of these people end up in classrooms across Australia. Yet education systems still too often assume students will figure things out on their own.
Dr Hetz says the transition doesn’t end with enrolment. “Resettlement is just the beginning. For many students, the real challenge starts after they arrive. That’s when the feeling of being out of place can really hit.”
She believes universities have a responsibility to create more welcoming systems. That includes embedding cultural responsiveness into curricula, adjusting how first-year programs are delivered, and training staff to recognise and respond to unseen barriers.
At UniSA, the Peer Support model offers a working example. It creates a space where students from refugee backgrounds are not just helped, but heard. It also encourages students to support one another, creating a ripple effect that strengthens the whole cohort.
Dr Bilic says this is a start, not an end point. “If we want students to thrive, we need to teach them the rules. Not just academic content, but how the system works. And we need to do it with care, clarity and patience.”
As Refugee Week prompts broader conversations about inclusion, the message from UniSA is simple. Supporting refugee students isn’t about making exceptions. It’s about making expectations fair.
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📚@UniversitySA study reveals #refugee students struggle with uni's 'hidden curriculum'—unspoken rules like class etiquette & assignment norms. 👥Peer support program helps bridge cultural gaps. 🗣️#RefugeeWeek #TheIndianSun
— The Indian Sun (@The_Indian_Sun) June 20, 2025
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