The development of children in an atmosphere that supports and promotes their socio-emotional, physical and cognitive well-being is imperative for the realisation of the sustainable development goal 4 for 2030. The school environment constitutes an important context where children learn and acquire both social and academic skills, through their interaction with adults and peers, materials and objects in their immediate environment. The aim of this article was to advance the debate on studies focussing on intervention programmes that support the school adjustment of refugee children in primary schools in host countries. Specifically, the article focussed on analysing the available school-based intervention programmes for refugee children in the primary school life. The article utilised the integration theory and the bioecological model of human development as lenses for analysis. The article picked on selected empirical articles and reviews for inclusion in the analysis. Findings from the analysis indicate that the primary school experiences of refugee children in different parts of the world are complex and vary. Whilst some refugee children enjoy inclusion in the primary school life, others are faced with varied challenges, which might impact negatively on their successful integration and adjustment into the school system. This article advocates for an inclusive intervention, where the different persons and contexts involved in the social and academic integration of refugee children interact in a manner that promotes and supports the specific social and developmental needs of refugee children for a favourable outcome.