Among the barriers facing refugee-background students (RBS) in accessing Higher Education (HE) in the UK is reaching the required academic English standard, and accessing courses to support them with this (Ashlee & Gladwell 2020: 13). In response to these barriers, the Universities of Leicester and Leeds (both in the UK) have developed the RefugEAP programme -- a free, online, pre-university academic English and skills course for the RBS cohort. The programme has been informed by Social Justice, Connected Learning in Crisis (CLiC) and Trauma-Informed Pedagogy (TIP) principles, making it unique within the English for Academic Purposes (EAP) sector. This Scholarship of Teaching and Learning (SoTL) case study employed an action research approach (Dickens & Watkins 1999) to course development and evaluation, drawing from qualitative data from students and tutors, as well as observations from course designers, to evaluate the course, inform changes and assess impact. This paper outlines the design of the course, including theoretical underpinnings, and how a collaborative approach to feedback led the review process for its second iteration. The outcomes indicate that this EAP course was well-placed to meet a gap in provision for RBS, and that careful consideration was needed in areas including independent study practices, student decision-making and pastoral support.