This chapter aims to highlight the unique role schools and educators can play in promoting students’ academic and sotio-emotional resilience, and how education policy can ensure that students with an immigrant background attend schools that meet their needs. The quality of the school experience is the product of several factors, including the composition of the student body, how many and which resources are available for students, and the polities and practices that teachers, school principals and education systems as a whole put in place. This chapter examines the association between what happens in school and the likelihood that students with an immigrant background are academically, socially and emotionally resilient, and how education policies can promote a school environment that enables immigrant students to thrive. The regressions used to obtain estimates for the right panel also accounted for the school's socio-economic profile.