This paper reports on a small-scale, recently completed qualitative project conducted in the United Kingdom that focuses on links between refugee families and the schools their children attend. The project attempted to study the relationships between refugee parents and education professionals in order to identify factors that encourage or hinder the strengthening of home-school contact and communication. The research involved a study of four primary (elementary) schools in two inner-city districts in two large cities. Data were collected from parents, teachers, and others about the relationship between home and school. The analytical framework that is used in the paper focuses on models of school-community relationships and the role of the head teacher in determining the particular ethos of each school. School practices and teacher attitudes are described, and the issues are considered in the context of recent public sector reforms, particularly in education policy and practice. Findings show that the social, political, and economic context in which refugee families exist is enormously disabling. Emphasizing flexibility and the permeability of home-school boundaries would help address the concerns refugee parents have over the educational futures of their children. (Contains 50 references.) ERIC No. ED434971
