“The Internet Judges Us Before It Knows Us.” Refugee Youth’s Voices on Digital Spaces, Hate Speech, and Misinformation
‘I believe that the labels I am given as a migrant are always based on the premise that my existence should not be allowed. Simply living and existing here makes the locals think that they are doing us a favour. So mistreatment is the price of their favour.’
Imagine being forced to leave your country, only to find that your very existence in the place you fled to is viewed as an act of charity, and hostility is the tax you pay to stay alive. This is the raw reality shared by one of our students when asked to reflect on the labels mainstream media and public discourse frequently use to describe displaced communities.
While words like ‘migrant’, ‘refugee’, ‘stateless’, or ‘asylum seeker’ carry vastly different legal weights and lived experiences, they are routinely flattened by the public into a single, shallow stereotype. In Malaysia, many refugee youth are actively parsing through these definitions, questioning their relevance, and feeling the heavy psychological weight of narratives built around them—all while lacking the platform or agency to defend themselves.
Over the course of four weeks, our student volunteer, Rwan Elmileik (Laidlaw Scholar Volunteer 2026 from Trinity College Dublin), led a Media Literacy programme at Fugee School, a K-12 alternative learning centre in Malaysia dedicated to providing educational access for stateless and refugee youth. Rwan sat down with students spanning Grades 7, 8, 9, up to the GED level to explore how media shapes their world view.
This article shares their insights, preserved in their own words, through direct excerpts published with their full consent.
Identity vs. Stereotypes
Lately, misinformation surrounding migration is on a steep rise globally. This digital hostility directly threatens our community’s social cohesion, driving deeper systemic exclusion. While the program originally set out to teach media literacy foundations, it quickly bloomed into a window into how these children perceive online behaviour, corporate liability, and digital hate.
‘Labels can create stereotypes before people get to know you; some people may make assumptions about your culture, language or abilities.’
‘Some people make assumptions based on where someone comes from instead of getting to know them as a person. This can lead to unfair treatment or stereotypes.’
‘Yes, the labels given to us change the way people treat us — people assume that migrants will take away their jobs, abuse welfare programmes, increase the crime rate and impose their culture.’
From the outset, Rwan found that students routinely expressed deep frustration at being judged strictly at face value, trapped within unfair assumptions. It is important to note that while the distinctions between economic migrants and political refugees remain a highly nuanced legal topic, the street-level reality for these youth is identical: they are viewed through a singular lens of suspicion.
The Digital Toll of Online Anonymity
Looking more closely, the program revealed how anonymity and online negativity manifest in the students’ day-to-day lives. It became increasingly clear that digital hostility is not an abstract concept to these students; it shows up intimately in their personal circles, altering how they navigate both digital platforms and the outside world.
When you are a refugee youth, the internet is not just a space for entertainment—it is often one of the few windows available to connect with the wider world and build an identity. Yet, this window has increasingly become a mirror for public hostility:
‘What happens online can feel real serious or even more so than what happens in person. The anonymity of the internet allows people to sometimes be more brazen and cruel than they would in person. Whether it is hate or love, it can feel overwhelming, especially for young people who are more naive and impressionable.’
‘Something that happened affected my life. A friend of mine was cyberbullied on social media and received a lot of negative comments. They felt stressed and unhappy. He even lost all his confidence, which affected his social interests.’
‘In my opinion, I think the problems I see online are mostly misogyny. Seeing a lot of young women and girls be shamed and bullied for the littlest thing, sometimes even things they wouldn't judge, scrutinise the men and boys for. Whether it's religion, love or careers they choose, they always get hated on.’
The consequences of these compounding vulnerabilities—where borderless online exposure meets deep-seated, systemic social marginalisation—pose a worrying uncertainty for the future of these youth. It forces us to ask a difficult question: How can a society call itself civilised when it allows its digital spaces to be weaponized against the very people who lack the legal and societal protections to defend themselves?
When online vitriol translates into real-world fear, the digital toll becomes an absolute barrier to a young person’s growth, agency, and peace of mind.
The Street-Level Hostility
When marginalisation is taken to the extreme of open hate speech, the frustration among students is palpable, alongside a fierce desire for systemic change. The youth are acutely aware of the political narratives surrounding them, and more importantly, they understand exactly how these narratives dictate their safety on the streets.
‘Sometimes leaders use migrants to put all problems on them because of that people start to hate migrants.’
‘Immigrants in Malaysia are shown as lowly people. A police officer once came to me and said harshly to go back to my country, and was racist towards me.’
‘It can appear as a joke, insults, stereotypes or offensive comments online; social media often spreads hate speech quickly.’
‘Even small comments can make people feel excluded or unwelcome.’
These observations speak to a critical truth: hate speech does not only manifest in extreme, explosive forms like the ones they saw on social media. It also exists in the small, everyday dismissals—the offhand remark, the casual stereotype, and the hostile joke disguised as humour.
When you are blocked on both sides of the road, safety ceases to be a goal you can actively earn through good behaviour. It becomes a privilege, entirely out of reach.
The Future We Hope For
Despite the hostility they witness, the students' vision for a digital and physical future is remarkably clear, driven by a desire for basic human decency.
‘I hope to see less cyberbullying, fewer scams, and better control of false information online. I also hope people will be more respectful and responsible when using the internet.’
‘In my opinion, I've seen a lot of online problems like cyberbullying, scams, and false information. I believe those issues can damage people, maybe even lead to real-life problems like someone committing suicide.’
‘I would like to see a future where people are judged by their actions and character rather than their nationality or migrant status. More education and understanding between communities could help reduce prejudice.’
‘Reducing hate speech and discrimination can help create stronger, safer, and more welcoming communities for everyone.’
‘I hope to see more kindness and empathy in online spaces.’
‘People generally assume negative things about migrants; discussing the topic brings awareness and helps persuade people that their understanding about migrants is not true.’
Respect, dignity, and kindness are inextricably tied to our collective humanity. Our students are not asking for special favourability; they are asking for a restoration of the values that foster genuine community cohesion. They envision a society formed through shared humility and vulnerability, rather than one divided by digital and social tribalism.
The Bigger Question - Who Holds the Responsibility?
When labels bleed into unfair assumptions, misinformation spreads rampantly, without a clear solution in sight. The students specifically highlighted the role of social media algorithms in channelling and amplifying these negative sentiments, reflecting deeply on the layers of accountability required to fix it.
Many students expressed profound distaste at the lack of responsibility faced by big tech corporations:
‘I think they [social media companies] should take responsibility because as the owner of the platform, you’re responsible for the results caused by your platform. They should take accountability and do something about it.’
Meanwhile, others offered a more balanced view, citing the role of parental guidance alongside corporate governance:
‘I believe companies have the responsibility to protect young people on their platforms, but I don't think they should be legally punished because it is also parents' responsibility to protect their children.’
Ultimately, the real question this piece raises is not what we can teach these students, but what our leaders might learn if they stopped to listen to them.
‘Leaders should promote inclusion, educate people and take action against discrimination.’
‘Leaders should speak out against discrimination, promote inclusion, and support policies that protect people from hate speech. They should also encourage respectful discussions and education.’
‘I think leaders should accept and stop treating immigrants as people who are seen as “dangerous” or different … we are all human no matter colour, accent or culture, and that’s what makes us all unique.’
Fugee students are not passive recipients of the hostile narratives written about them. They are sharp, thoughtful, and articulate individuals who deserve the agency to shape their own stories.
Their call to action is not radical; it is a fundamental appeal for dignity. In a media landscape frequently saturated with misinformation, disinformation, and malinformation, these youth hold an unwavering position: that equity, fairness, and safety should be treated as a human right—never a favour.
‘Everyone deserves respect, fairness and equal opportunities.’
‘Just because someone is different, it does not make them less unique.’
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