This chapter examines the experiences of Chinese immigrant children navigating conditional forms of inclusion within Canadian schools, revealing how acceptance often hinges on their proximity to Whiteness, language assimilation, and adherence to dominant cultural norms. Through intimate narratives shared by mothers, the chapter highlights the subtle yet powerful ways institutional practices silence heritage languages and marginalize cultural identities, creating an environment where children must constantly balance visibility and invisibility to belong. Lunchbox stories become vivid illustrations of how cultural difference is negotiated daily, reflecting deeper tensions around identity and acceptance within seemingly ordinary school routines. Educators who embrace pedagogies of care foster spaces of genuine recognition, safety, and emotional support, affirming the dignity of immigrant students through deliberate actions rather than performance metrics alone. Yet, beneath these moments of care and genuine connection, families remain aware of structural inequities, experiencing joy tempered by persistent uncertainty and economic instability. The chapter also reveals that meaningful inclusion is not found in superficial celebrations of diversity, but in sustained practices of care, advocacy, and accountability, which affirm immigrant children’s right to exist fully and confidently within their schools.