Schools are critical spaces for young men from refugee backgrounds. They play an integral role in literacy development, educational attainment, and providing a sense of belonging. Inclusive education practices for this group?are?largely absent in Australian schools. Research shows focusing on these young men from a non-deficit position assists with inclusivity. There is a lack of research exploring the agentic practices of young men from refugee backgrounds within?schools. This paper explores the symbolic value of swagger for a group of young men from refugee backgrounds at a high school?in?Australia. A Bourdieusian theoretical framework guided?critical awareness of power in schools. This research shows how a group of young men found a meaningful way to acquire social and cultural capital. Despite the school's constraints, this group?developed a group identity reflected in their clothing and embodied dispositions referred to here as swagger. Our findings demonstrate the complex power relations at work, including the opportunity for the?young men to resist and be included. In the spirit of Bourdieu's concern for reflexivity our findings point to the need for schools, teachers, and education policy makers to consider the workings of power in schools in more considered ways.