In a significant policy shift, Iranian authorities have announced that Afghan migrant students holding census registration documents, or “return-to-Afghanistan” papers will not be allowed to enroll in schools for the upcoming 1404 academic year (March 2025 – March 2026). This directive, issued by Yousaf Baharloo, Director General of Education for Tehran’s counties, aims to prevent the enrollment of students who possess these specific documents.
According to the new regulation, all Afghan students with census registration or exit documents are now officially prohibited from receiving formal education within the Islamic Republic. School administrators have been instructed not to admit these students, and parents have been advised against seeking referrals to the central education office.
The Iranian government’s decision affects a significant number of Afghan migrants, with reports suggesting that approximately two million Afghan nationals residing in Iran hold census registration documents. Recent figures from Nader Yarahmadi, Deputy Minister of Interior and Head of the Centre for Foreign Nationals and Migrants Affairs, revealed that over 610,000 migrant students are currently enrolled in Iranian schools. However, the specific number of students impacted by this restriction remains unclear.
The decision comes as concerns grow within the Afghan migrant community in Iran, particularly among families who fled their home country seeking opportunities for better education for their children. This policy follows recent actions taken by the Taliban government in Afghanistan, which has imposed restrictions on girls’ education beyond the primary level, further driving the need for safe educational opportunities abroad.
The Iranian government’s move has sparked alarm among Afghan families who fear the loss of crucial educational opportunities for their children. While the impact of this policy is yet to be fully understood, reports indicate that numerous Afghan students have already been denied access to education in Iranian schools, raising questions about the future of migrant education in the region.
