Research on the education of refugee children has pro-liferated over the past 20 years while gaining greater momentum with the Syrian crisis from 2010 onwards. A quick glance at the number of publications on education of refugee children in the University of Cambridge online library database, where one of us is based, reveals that between 1998 and 2009 there were 300 papers published that had keywords related to education and refugees. A similar search of keywords between 2010 and 2020 reveals over 2,070 published articles. This dramatic increasing interest in research on education of refugee children has been facili-tated by the growing number of voices, in particular from humanitarian agencies (UNHCR 2011, 2018, 2019b), advocat-ing for the inclusion of education as part of any humanitar-ian response in a crisis (Shuayb and Brun, 2020). In the last decade the United Nations High Commissioner for Refugees (UNHCR) alone has published a number of documents advo-cating for a framework for education of refugee children (UNHCR, 2011, 2019a, 2019b). Efforts to include education in humanitarian responses culminated in the development of the Inter-Agency Network for Education in Emergencies (INEE) in 2000 and the publication of the Minimum Stand-ards for Education: Preparedness, Response, Recovery in 2004, which was updated in 2010 (Shuayb and Brun, 2020): “the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery” (INEE, 2010). Since then, the INEE network has flourished. The standards have been translated and adapted in 20 countries, and the network currently even has its own peer-reviewed Journal on Education in Emergency.