This analysis delves into how pupils, parents, and teachers navigate their minority status in various educational settings, focusing on aspects such as relationships and inclusion. The study considers the experiences of attending Arab schools as a minority, like Kurds in Syria, as well as the experiences of Arab students in European educational systems and in Arab countries outside their homeland where they are part of migrated national minorities. It also examines experiences in non-European and non-Arab countries such as Israel and Turkey. By comparing these diverse experiences, we can gain insights into how ethnic and linguistic differences are perceived and managed in school settings.