This paper identifies key barriers to young Iraqi and Syrian refugee children's access to education in Lebanon and highlights how local initiatives serve as glimmers of hope, or 'lifelines', for their well-being and learning. Reporting on aspects of my doctoral study, the paper homes in on one case study with an Iraqi family and their 5-year-old son, Kefa. The 'Day in the Life' methodology enabled rich insights into Kefa's home life and the informal school he attended, supplemented by interview data with his schoolteacher and observation of his school. The paper also draws on questionnaire data to situate this case study in a broader spectrum of refugee children's experiences in Lebanon (n = 100). Framed by sociocultural approaches to learning, the findings illustrate the interplay of social, economic and relational barriers that impede refugee children's access to quality education, and demonstrate how, despite limited resources, the informal school offered an inclusive and anti-discriminatory environment and pedagogy to break down barriers that bred racism, bullying and isolation. The paper argues that, although important, these lifelines are limited in their scope. State intervention is needed to build non-discriminatory systems that promote inclusive education, so all children can receive quality education, feel safe and belong.