This paper examines and distills the necessary competencies a host‐culture educator of refugee students should possess to fully address the needs of their nationally diverse classroom. Relying on a comprehensive examination of existing literature, the report frames the understandings, expertise, and strategies found helpful for responding to these particular educators’ training needs. The paper culminates in a reflective self‐training guide for educators to increase intercultural competency and more effectively teach students experiencing refugee status within the educator’s host culture
