Recent migration flows – including those resulting from conflict, persecution and natural disaster – place a responsibility on nations to honour international and humanitarian commitments with respect to refugees. A central part of these commitments is to make provision for the educational needs of asylum-seeking and refugee children, including those whom are unaccompanied. Indeed, education and schooling play a crucial role in the complex relationship between newly-arrived immigrants and their new host communities. In the UK and elsewhere a body of research evidence has developed regarding the post-migration educational needs and experiences of asylum-seeking and refugee children. As we have reported elsewhere (Peterson et al., 2016), such research points to a range of approaches, relationships and practices through which asylum-seeking and refugee children are, and indeed at times are not, included within their new communities, including the school community. The study reported here was conducted in a national and local context of increased recognition (both positive and negative) of the humanitarian plight and presence of asylum-seeking and refugee people and children, including children whom are unaccompanied. The study focused on the approach of a single 11-18 school –Hartsdown Academy – situated in Margate, Kent. Working with Virtual School Kent, the school has developed its existing educational provision to include newly-arrived unaccompanied asylum-seeking and refugee children. The present study is concerned particularly with the perceived and actual social and cultural outcomes and benefits (including any notable challenges and barriers) of the school’s approach to including newly-arrived unaccompanied asylum-seeking and refugee children.