Aim. The paper analyses how teachers in Polish schools understand and perform their role towards children with migration experience. It focuses on everyday school micropractices through which teachers support or hinder belonging, learning, and the implementation of children’s rights in an increasingly diverse environment. The study is framed by ecological approaches, concepts of belonging and home-making, and research on streetlevel bureaucracy and infrastructures of care, with attention to the shift before and after the arrival of many children from Ukraine in 2022. Methods and materials. The article draws on qualitative analysis of semi-structured interviews with teachers and head teachers working in schools educating children with migration experience in Poland. The interviews concerned welcoming new students, communicating with families, interpreting and applying regulations, and rearranging time and space at school. The material was analysed thematically to link concrete practices with wider institutional frameworks, using selected concepts from ecological theory, belonging and home-making, contact theory, and place-based pedagogy. Results and conclusion. The findings show that teachers function as key architects of school belonging and as street-level implementers of children’s rights. They develop micro-practices of welcoming, language support, and emotional safety that can turn schools into laboratories of belonging; yet these efforts are fragile when they rely on individual goodwill rather than institutional support. The contrast between “before” and “after” indicates the need to replace ad hoc solutions with stable roles, routines, and resources that embed infrastructural care and make “being at home enough” in school a possibility.