Słowa kluczowe: migrant children, education, school, agency, professionals, hybrid identity, discourses of culture, yin-yang, participation, COVID-19, acculturation, integration, professional perspectives, trust, inequality, self-determination, narratives, primary education, intercultural, cultural differences, parents, peers, socialization, transnational transitions, social capital, Poland, competencies, preparatory classes, migrant education, inclusive education, hybrid learning, Stakeholders’ dialogue, social innovation, responsible research and innovation, collective responsibility, interculturalism, diversity, child-centrism, teaching practices, innovations in education, whole-child approach, Intercultural education, digital environment, school children with migration experience, school children with unregulated legal status, reflective practice, remote education, multicultural education, multilingual classroom, multicultural educational environment, educational system, For the Earth Association, refugee children, refugees