This article presents a European research project addressing migrant children's participation in the education system in seven countries. The article primarily concerns a part of the research project, based on transcribed recordings of facilitated classroom activities in primary and secondary schools, prefaced by a summary of the research findings that provides a background. The analysed facilitated classroom interactions show forms of hybrid integration based on the ways in which migrant and nonmigrant children exercise agency, sharing their personal cultural trajectories. The paper shows the importance of using research on classroom activities for the support of educational policies at local, national and European level. The analysis also suggests the ways in which these policies can be supported by the use of resources based on field research. Finally, the paper briefly focuses on the support of classroom activities in exceptionally unpredictable conditions, such as the COVID-19 pandemic.