The invasion of Ukraine by the Russian Federation has resulted in the displacement of millions of Ukrainian women and children. Thousands have chosen to seek refuge in the Czech Republic, resulting in an influx of children needing education. Educators in the Czech Republic have been confronted with a situation of substantial scale and intricacy, lacking sufficient information and guidance on how to integrate the influx of displaced students into the classroom setting and beyond. The Czech state school system is facing a shortage of teachers and a surplus of students, resulting in the private schooling system as an alternate and appealing option for refugee students. An international school in Brno, Czech Republic, decided to waive its tuition fee and welcome Ukrainian refugee students at the beginning of the war. The objective of this thesis is to gain insight into the cultural perceptions and methodologies of educators regarding how they assist in the social and emotional requirements of their refugee students during the integration process. Through semi-structured, qualitative interviews, I identify common themes presented by a multicultural faculty and determine how these themes relate to the promotion of integration, the barriers to integration, the supporting of integration into external spheres, and the self-perception of the role of educators in assisting in integration. In addition, a survey has been distributed to assist in discerning how staff perceive the domains of integration are being fulfilled, or not. The construction of meanings is inherently cultural and emerges from subjective experiences and interpretations. Through the use of critical hermeneutical analysis and Geertzian thick description, an emergence of cultural sociological perspective can be observed. This research allows for future analysis of how perception plays into integration methodology within both educational systems and social systems. This thesis contributes valuable and timely information to the subject of how beneficial and effective the methods of integration (regarding displaced persons in particular) are and reveals if revision of such methods may be necessary based on the perception and performance of instructors to improve social health in times of immigration crises.