Recent refugee movements, e. g. from Ukraine and Syria, form the backdrop for questions about continuities and processes of (collective) learning and change in schools in terms of supporting transnational learning trajectories. The article explores these questions by analyzing interviews conducted in a qualitative exploratory research project. While reflecting our own expectations of transformation inspired by the perspective of anti-discriminatory school development, we analyze practices of supporting refugee pupils and reflect on their relevance for an anti-discriminatory transformation in schools. It is shown that in some schools, institutional leeway is used for critical reflection and practices to counteract (potential) marginalization in the context of forced migration. However, these interventions do not indicate a transformation of the schools in terms of comprehensive anti-discriminatory change but rather illustrate ‘clandestine’ practices on the brim of official regulations that prove to be ambivalent.