This thesis explores whether the educational policies within Luxembourg's primary education system effectively address the needs of refugee students, with a particular emphasis on integration, language development and well-being. Drawing on the theoretical framework of critical multicultural education and educational policy analysis, the study applies qualitative content analysis to national curricula and educational policy documents, including the curriculum for mainstream education, the curriculum for Intensive Language Courses and the White Paper in the education reform, to explore how multicultural and inclusive approaches are reflected at the policy level. The findings suggest that Luxembourg’s primary education system demonstrates a strong commitment to inclusivity, notably through initiatives such as Intensive Language Courses, Story Bags and intercultural mediators. The policy framework supports critical multicultural education, promotes a student-centred approach and embraces holistic education that fosters not only the academic development but also the social integration of refugee learners into Luxembourgish society. However, the absence of a clearly defined trauma-informed framework limits the system’s ability to respond adequately to the refugee students' emotional and psychological needs. The study highlights the importance of integrating such support structures within educational policy to more comprehensively meet the needs of refugee learners. Through these insights, the thesis contributes to a broader conversation about inclusivity and the effectiveness of the educational system in accommodating the refugee population.