Asylum migration causes intense media and political debate. However, little attention has been paid to how forced migrants can rebuild their lives in the UK or elsewhere. This timely book analyzes the social policies that impact on refugee children's education, and: (1) Provides the background to the migration of refugees; (2) Explores how dominant discourses about trauma homogenise and label a very diverse group of children; (3) Examines how policy towards refugees is made, and how it relates to practice; and (4) Offers alternative visions for refugee settlement. Drawing on case studies of the experiences of refugee children, this book brings a much needed insight into the needs of refugee children. It is valuable reading for academics, policymakers, students of education, sociology and social policy as well as education, health and social work professionals. Following a series preface; editor's preface; and a glossary, this book is divided into four parts. Part One, Setting the Scene, presents the following chapters: (1) An Introduction; (2) Who Are Refugee Children?; and (3) Theoretical and Research Perspectives on Refugee Children. Part Two, UK Responses to Refugee Children, includes the next chapters: (4) Learning from History: Responses to Refugees 1900-89; (5) Modern Asylum Policy and Its Impact on Children; (6) How UK Children View the Refugee in Their Midst; (7) National Educational Policy and the Role of Local Authorities; and (8) School Practices. Part Three, Community Case Studies, continues with chapters: (9) The Elusiveness of Integration: The Educational Experiences of Congolese Refugee Children; (10) The Somalis: Cultures of Survival; and (11) Success Stories: The Southern Sudanese. Part Four, New Visions for Refugee Children, closes the book with the final chapter: (12) New Visions for Refugee Children. An index and bibliography are also included.