This chapter focuses on the implications of large numbers of displaced and/or refugee children in government schools for teacher education in non-Western contexts. It begins by explaining that in some contexts, the presence and needs of displaced children in government schools cannot be explicitly acknowledged for political and cultural reasons. The chapter explores what forms of support can be offered to displaced children within such silent/silenced contexts and the teacher training needed to facilitate that. It discusses the situation in the countries of the Gulf Cooperation Council to exemplify the arguments made. Drawing on Paulo Freire’s understanding of silence as both a form of oppression and a mode of resistance (Freire, Pedagogy of the oppressed. Bloomsbury, 1970; Li, Philosophy of education studies yearbook. University of Illinois Press, 2001), the chapter demonstrates how silence both delimits how teachers can support displaced children, but also creates spaces in which their needs can be acknowledged. It argues that silence can leave room for interpretation. Challenging the assumption that silence equates to powerlessness, it suggests that active silences can be powerful (Rose, Words and silences. Routledge, 2020), positioning pedagogy as an art of silences (Ollin, Cambridge Journal of Education 38:265–280, 2008). Based on the author’s extensive experience of designing initial and continuing teacher education programmes, the chapter then identifies four key strands essential to training teachers to support displaced children in silent/ silenced contexts: (1) adopting inclusive principles and practices; (2) understanding social contexts of schooling; (3) teaching second language learners; and (4) building national identity. It argues that emergent changes in these areas may create possibilities for positive change.