Purpose:  This study probes educational leaders and practitioner's views about social integration with newly arrived im/migrant and refugee students. A sociological perspective of education is used in conjunction with a thematic analysis of neoliberal approaches to diversity management and its social implications for the health and well-being for im/migrant students.

 Methods:  An interview study with 15 educational leaders and practitioners in schools and recreational centres was carried out. Thereof, seven department heads, three principals, and five educators. Data-production consisted of a semi-structured interview guide about practitioners' views on social integration.

 Results:  The results of the study indicate that there is a tendency to emphasize academic achievement and individual effort in compulsory education and in voluntary settings. The im/migrant students' needs for help, assistance with social and psychological support are viewed as obstacles to social integration.

 Conclusions:  Findings suggest universal approaches to diversity management in education tend to stress individual agency but fail to acknowledge individuals' lack of control over structural factors. The organizational structure of schooling creates both affordances and obstacles for social integration beyond the control of the individual which add to the burden of social integration on the individual im/migrant students.