When facing the prospect of moving to a new country to join their migrant parents, children’s expectations and imaginings revolve around entering a new school environment. While prospective young migrants show awareness of the challenges that learning a language may entail, the possibility of facing discrimination is seldom entertained. However, children who have recently moved relate that episodes of discrimination and even racism within the school walls are not rare, nor are they confined to other pupils. This article highlights the importance of non-verbal communication in shaping young migrants’ perceptions, and argues that children’s outward adaptation to school demands may mask sustained feelings of marginalisation and exclusion.