The aim of the article is to present selected results of research on the experience of everyday routine in Polish schools by students with a migrant background (from Ukraine (including from Crimea), Belarus, Chechnya, Georgia) and optimization of its operation. The theoretical field for research was Alfred Schütz’s concept of everyday life (2008), Geert Hofstede’s theory of cultural dimensions (2010) and some analyses of school everyday life (Krzychała, 2010, Cierzniewska, 2014, etc.). The research was participatory. It consisted of two stages (educational workshops and narrative interviews). Twenty people aged 10 to 14 years old attending four public elementary schools took part in it. The research results indicate that students with the migrant backgrounds positively perceive Polish schools (peers, teachers, their space, etc.). Despite the fact that in the initial period of education they experienced language and educational difficulties, discrimination from their peers, they spent time mainly in the company of their own group, etc. The research participants revealed a huge personality potential. However, their narratives shown that optimizing the education and integration processes of children and youth with a migrant backgrounds requires help from the teaching staff (e.g. teachers, intercultural assistants) and peers. Some learners felt the lack of adequate support.