Ireland's schooling population has significantly diversified in the last 15 years. Despite the growing body of research on migrant and minority ethnic students' experiences, we still know relatively little about their relationships with peers and teachers. This paper draws on data collected as part of a wider study, informed by critical race theory (CRT), about the higher education (HE) experiences of minoritised ethnic students, involving interviews with 25 students across seven HE institutions in Ireland. 11 had attended school in Ireland, and this paper examines their schooling experiences including their 1) identity battles in not being recognised as Irish, 2) experiences of racist bullying and inadequate responses of teachers, and 3) construction as 'deficient' learners, including regarding HE progression. From a CRT perspective, the findings are examined in the context of exclusionary constructions of Irishness, and the urgent need for anti-racist education in Ireland for students and teachers.