This article explores the education experiences of Syrian and Iraqi refugee children, specifically girls, enrolled in high schools in Australia, Lebanon and Sweden. Symbolic interactionism frames the analysis of in-depth interviews, demonstrating the adolescent girls' ability to take perspectives on their home environment, school, community and life experiences. Influenced by socialisation to these environments, the article asserts that refugee girls have defined their situations, developed their own personal perspectives and adjusted their behaviour in line with others. Additionally, this paper reinforces the analytical framework regarding refugee girls' schooling experiences through critical pedagogy by recognising the nature of their educational disadvantage.