Mosaik and PALEAP are working together to match online English pre-sessional seats at UK universities to students in crisis.
Conflict-affected students from Gaza, Sudan, Myanmar, and Afghanistan have the academic potential to continue their studies.
What stands between them and progress is the gaining or evidencing the right English language level. A seat on your online pre-sessional can remove this barrier.
We are asking UK universities to offer one or more places on their online pre-sessional programmes to conflict-affected students from Gaza, Sudan, Myanmar, and Afghanistan for Summer 2026.
This year Mosaik and PALEAP are collaborating to bring the UK higher education sector a single, coordinated request, and managing student matching, and allocation on your institution’s behalf via the Global Response Platform.
We are coordinating places for students from Gaza, Sudan, Afghanistan, and Myanmar.
Universities complete the sign-up form. Tell us how many seats you can offer and which student cohorts you are able to support.
Through the Global Response Platform, Mosaik and PALEAP support universities with student identification, selection.
Students join your online pre-sessional alongside your wider cohort.
Email the Mosaik and PALEAP team to ask any questions.
Complete the university sign-up to form to offer one or more places on your online pre-sessional for Summer 2026.
University sign-up is open. Complete the university sign-up to offer a seat on your online pre-sessional.
Mosaik and PALEAP match students to available places. Universities are notified of their matched student(s) and receive PALEAP's practical guidance.
Students enrol on online pre-sessional programmes and work towards meeting the language conditions of their offers.
Students may be joining from difficult or unstable circumstances. PALEAP’s experience of supporting students in conflict settings points to a small number of practical adjustments that make a significant difference. A full document on Guidance based on previous years PALEAP experience can be found here.
Internet access can be intermittent. Making content available to engage with independently protects student progress when connectivity drops.
A consistent, a single point (a tutor or wellbeing lead) reduces isolation and supports sustained engagement. This is sometimes called a 'warm support' approach.
Students may be carrying significant trauma. Access to wellbeing support, and staff who know how to signpost it sensitively, is important.
Alternative plans for assessments, such as greater flexibility around exam security settings, may be needed. Keeping a record of a student's engagement and circumstances is good practice.
Students choose whether to disclose their situation to peers. This is their decision, not the institution's.
All students should be treated fairly. Support should be consistent and not visibly preferential.