This chapter critically explores how Afghan children in Canadian classrooms carry deep traces of trauma shaped by displacement, war, and ongoing institutional silence, often masked by performative gratitude. Through Afghan mothers’ narratives from the Greater Toronto Area, the chapter positions mothers as cultural connoisseurs whose storytelling sustains cultural identity, transmits memories of home, and shapes their children’s understanding of belonging. Afghan children’s educational experiences are marked by invisible emotional wounds, as institutions frequently fail to recognize or understand their histories, reinforcing conditions of biographical erasure. Religion and cultural practices emerge as powerful sources of solace, offering both mothers and children stability and strength amid uncertainty. Language is critically positioned as a core site of belonging, with linguistic barriers imposing silence upon mothers and children alike, limiting their capacity to participate meaningfully in educational spaces. Despite these barriers, moments of genuine care and pedagogical love within schools provide transformative possibilities, affirming children’s experiences, fostering emotional healing, and nurturing radical empathy. By emphasizing the meaningful inclusion of Afghan mothers’ voices, the chapter advocates for a pedagogy of care that recognizes healing for Afghan children begins with hearing, compassionately embracing, and healing their mothers’ emotional worlds.