The importance of early school experiences in the personal and social development of young refugees and asylum-seekers has been documented by researchers and enshrined in practice guidelines. The capacity of schools to implement these guidelines is, however, limited, in terms of the availability of appropriate knowledge and skills, financial resources and long-term planning. In this article we draw upon case studies of six school or education-based services funded by the Children's Fund. We explore the various ways in which these have enhanced the ability of schools to address multiple and interrelated family- and community-level factors impacting on the educational attendance and achievement of this group. In conclusion, we consider the challenges to scale up and sustain these services.