This PhD thesis provides a comprehensive exploration of Polish children's experiences in post-Brexit England, offering insights into their ethnic identities, transnational connections, and their perceptions of their school environment, and into the experiences of white, migrant children more broadly. Employing a symbolic interactionist-inspired framework, an immersive ethnographic approach and a ‘palette’ of child-centred, creative methods the research reveals that ethnic identity is a dynamic, performative process shaped by intricate social interactions. Within the educational context, the study emphasises the influential role of school climate in shaping the experiences and identities of these young migrants. In inclusive, diverse school environments, they find a sense of belonging, experience tolerance, and foster respect. Their school becomes a refuge against external societal challenges, providing a supportive atmosphere for their growth and development. In this environment, these children exhibit remarkable adaptability and resilience as they navigate the complexities of their dual identities, rejecting a binary notion in favour of a multifaceted, processual journey. Notably, the materiality of their transnational identity emerges as a critical theme. The physical ties these children maintain with their Polish heritage, encompassing connections to the land, weather, pets, and traditional food, play a pivotal role in defining their sense of belonging. However, the disruption of visits to their home country due to events like Brexit underscores the fragility of these transnational connections. In essence, this research provides a deep understanding of the lives of Polish children in post-Brexit England, reflecting the current socio-political context. It emphasises the significance of inclusive school environments, uncovers the performative nature of ethnic identity, and underscores the materiality of their connections to their heritage country. This study offers vital insights into the experiences of ethnic minority and migrant children in the evolving landscape of post-Brexit England, with practical implications for policy and education.