Background: As of February 2020, Northern Ireland (NI) has welcomed 1,815 Syrian refugees, almost half of whom are under the age of 18 (NI Department for Communities, 2020), and many of whom have special educational needs. This study aims to explore the reasonable adjustments made by educational communities thus far, to minimise the impact of potential barriers to learning for this distinct group within our society and promote integration. Methods: Six participants were recruited from an organisation in NI that works directly with refugee families. A semi-structured interview format was employed to explore the participants’ views and experiences, and interviews were analysed using thematic analysis. Results: Five main themes were identified. These include: ‘No typical day’, with key workers working flexibly according to the needs of individual families with the aim of empowering them and promoting autonomy; ‘Challenges faced by parents’ in terms of their relationships with schools and statutory educational services; ‘The individual needs of children’ encompassing SEN, trauma, language barriers, and inconsistent educational experience; ‘Understanding culture’, and finally, current and potential areas of ‘Good practice’. Conclusions: Whilst key workers were able to cite many examples of good practice in NI schools, it was clear that educational agencies need to further develop their capacity and their preparedness in relation to this growing population of children, and think creatively about how best to meet their needs in the context of financial constraints. Recommendations are outlined and Educational Psychologists are identified as key agents for change.