Children coming from refugee families have special psychological, social, and academic needs, and their success greatly depends on the positive support they receive from the host community. Teachers and peers at the school can provide cumulative support to help these children and their families overcome major socio-cultural and educational challenges. This study provides valuable insights about ways to foster meaningful relationships between refugee parents and teachers based on mutual respect, cooperation, shared responsibility, and effective communication. The findings have significance for communities and schools with a large refugee or displaced population.