The research proposal focuses on language and mathematics proficiency development and the development of wellbeing of immigrant children, including children of refugees, in primary and secondary education who start their Dutch educational track in grade three or higher. Research questions concern differences in growth in wellbeing and in Dutch language and mathematics proficiency between different groups of native and immigrant children and the extent to which immigrant children over time do or do not bridge the proficiency gap they have at the outset compared to the native Dutch students. Also characteristics of immigrant students that predict wellbeing and proficiency growth and the effectiveness of didactic approaches in the education of migrants are investigated both during the preparatory Dutch language education and during the (transition to) regular education students move on to after the preparatory language education. Extra attention is given to the effects of traumatic experiences of refugees and other students on wellbeing and learning gains and whether specific ways of dealing with these traumas remediate negative effects. Possibilities for monitoring educational progress and wellbeing of immigrant children using data sampled by governmental institutions are investigated as well. Questionnaire data combined with data from a nationwide educational monitor are analyzed using hierarchical growth modeling with repeated measurements nested within individuals, nested within classes, nested within schools. In addition problems in the education for immigrants experienced by the immigrant children and their parents and teachers and possible solutions for these problems are investigated using qualitative research methods (interviews and Delphi research).