The successful integration of children and young people with refugee experiences represents one of the central current challenges of the German education system and the everyday work of teachers. The joint learning of children from different linguistic, cultural, and religious backgrounds is, on one hand, a great opportunity for educational work. On the other hand, there are substantial challenges that actors at all levels of the education system - education policy, education administration, school leadership, teachers, other educational staff, parents, and the learners themselves - face. This volume, featuring contributions from both science and practice, addresses not only current developments and structural conditions but also some of the most important topics: integration in the classroom and language promotion.