Revealed teachers, supervisors, and administrators as expected major providers of the social supports that Syrian refugee students need to excel in their studies. However, when students do not find support where they might expect it to be, they adopt coping strategies such as independence, perseverance, self‐efficacy, and peer‐teaching. These findings are of primary importance to school administrators, humanitarian aid agencies, and policymakers. The article concludes with recommendations for practice and future research. (Description from source)