In recent years, the concept of inclusive education, aimed at providing equal access and opportunities for diverse learner populations, has faced criticism for allegedly not adequately considering the perspectives of all students targeted by inclusive policies and practices. Consequently, the concept of ‘belonging’ has emerged as an alternative perspective that can better capture and express the personal experiences of being included or excluded in educational settings. In this chapter, we examine the potential of this approach, especially within the field of refugee education, before voicing some concerns about non-critical perspectives on belonging. Principally, we critique belonging as an ongoing process in which refugee students must navigate how they are perceived by school staff and peers, resulting in experiencing a sense of conditional belonging. Our analysis shows that belonging, as an adaptation process, should be addressed through educational strategies that address disconnection and foster mutual expectations within diverse learner populations, particularly with regard to refugee students.