The activity begins on a seemingly ordinary school or college day, gradually unfolding into a surprise journey that mirrors the uncertainty and hardships experienced by displaced people worldwide.

Through reflective discussions, a countryside walk, and a physically demanding assault course, students will engage with themes of resilience, empathy, and gratitude, all while contemplating the blessings of Allah’s creation.

This challenge aims to boost students’ spiritual awareness and provide valuable lessons that connect to academic subjects like geography, history, and religious studies.

Who’s it for?

This challenge is suitable for any year group, but is a particularly excellent activity for Year 11 leavers after their final GCSE exams, offering a unique way to release pent-up stress and celebrate the end of a rigorous academic period.

It provides a fun yet physically demanding opportunity to transition from the structured intensity of exams to the freedom of summer. The muddy, obstacle-filled course encourages teamwork, camaraderie, and laughter, creating lasting memories with classmates before they move on to different paths in life.

The challenge also promotes resilience, problem-solving, and a sense of achievement, making it a symbolic way to mark the end of their school journey and the beginning of their next chapter in life.

Schools must obtain parental consent for students to participate in this unique challenge.

Parents should be asked to keep the challenge details a secret from their children to preserve the element of surprise on the day.

Resource: Sample parental consent letter

Useful guidance

The following guidance articles may be useful for organising the challenge:

Event overview

Initial setup on the day

Arrival at school

Students will arrive at school in uniform, as they would on any ordinary school day, expecting a normal schedule.

They will attend assembly and proceed to their first lesson as usual.

First lesson: Refugee experience discussion

Teachers will lead a thoughtful discussion on the experience of refugees. This session should focus on the difficulties faced by those forced to leave their homes, often without any prior warning, and the emotional impact of embarking on an uncertain journey.

Key themes to explore in the discussion:

Imagine being uprooted from your home with little notice.
Consider the physical and emotional toll of fleeing to safety.
Reflect on the loss of stability, home comforts, and the separation from loved ones.

Students are invited to put themselves in the shoes of a refugee, contemplating the challenges they might face: sudden departure, minimal belongings, and the psychological strain of the unknown.

The surprise journey begins

Unexpected announcement

At the end of the lesson, students will be asked to pack up and follow their teacher outside, where a minibus will be waiting.

They are told that they are going on a surprise trip but are given no further details.

They will be accompanied by their form teacher and support staff.

Minibus ride to the countryside

The journey will take around one hour, leading them into the countryside. The suggested location for London schools is Holmwood Common in Surrey, stopping at Inholms car park.

Encourage quiet reflection on the bus ride, with students asked to imagine how it would feel to be unsure of their destination or future, just as many refugees are.

Walking in the shoes of refugees

Arrival and briefing

Upon arrival, students are informed that they will be spending the day walking in the shoes of refugees. They will embark on an hour-long walk along a pre-planned route guided by their teacher.

Teachers should encourage students to observe and appreciate Allah’s creation, taking in the sights and sounds of the countryside while also contemplating the harsh realities faced by refugees.

Discussion points during the walk

The walk will include group discussions on some of the struggles refugees endure, such as:

Long and exhausting journeys on foot.
The physical discomfort of inadequate clothing and exposure to the elements.
The fear and anxiety of the unknown.

Teachers can use stories from our blog or other sources to share real experiences of refugees, making the conversation relatable and impactful.

The assault course challenge

Arrival at the assault course venue

The walk will lead to an assault course. For London-based schools, Camelot Events at Henfold Lakes is suggested. For other areas, see our list of other venues.

Students will complete the course in the clothes they arrived in, getting wet and muddy.

Examples of obstacles simulating refugee experiences:

River crossings: simulating the treacherous water crossings some refugees must undertake.
Climbing barriers: mimicking the difficulty of crossing border fences.
Crawling through muddy terrain: representing the physical struggles faced by many displaced individuals.

The assault course will last approximately an hour and a half, requiring teamwork, resilience, and perseverance.

The experience of hunger and thirst

Throughout the challenge, students will not have access to food or water, reinforcing the hardship of going without basic needs.

The return journey

Walking back to the minibus

Students will retrace their steps or follow a similar route for the return walk, now in their wet and dirty clothes.

The discomfort of the walk back mirrors the fatigue and lack of resources faced by many refugees.

Plastic sheeting will be placed on minibus seats to accommodate their muddy clothes.

Debrief and reflection

Back at school

Upon returning to school, students will gather for a debriefing session. Teachers will facilitate reflections on what they learned and how the experience changed their understanding of the refugee crisis.

Discussion points:

The emotional impact of sudden and life-changing events.
The privilege of having security, access to food and water, and a stable education.
The additional challenges faced by refugee women, particularly around hygiene and dignity.

Students will remain in their muddy clothes for the rest of the day to continue reflecting on the disruption faced by refugee children and families.

Value of this challenge

This challenge is valuable for Muslim girls as it fosters empathy, boosts iman by encouraging gratitude and reflection on Allah’s blessings, and provides a meaningful, hands-on learning experience linked to important academic and ethical themes.

Boosting iman and spiritual connection

This experience provides an opportunity to reflect on Allah’s blessings, strengthening gratitude and humility.

By physically and emotionally experiencing a fraction of what refugees endure, students can develop empathy and a deeper appreciation for their own stability and security.

Time spent in nature allows for reflection on the beauty and majesty of Allah’s creation, encouraging spiritual growth.

Educational benefits

Geography: Explore topics like forced migration, environmental impacts on human movement, and geographical challenges refugees face.
History: Discuss historical and current events that have led to large refugee movements.
PRE (Philosophy, Religion, and Ethics): Engage with ethical questions surrounding humanitarian aid, social justice, and the responsibilities of the global community.

Themes for exploration

The concept of hijrah (migration) in Islamic history, such as the migration of the Prophet Muhammad (peace be upon him) and his companions.
The importance of community and ummah (brotherhood) in offering support to those in need.
Ethical responsibilities towards displaced persons and the value of sadaqah (charity) and helping others.

This challenge day provides a powerful, hands-on learning experience that integrates physical activity, spiritual growth, and meaningful discussions about the world’s most vulnerable people.