Emigrants from Latvia must stabilize their lives in many ways in their host countries, including through looking after the psychosocial wellbeing of their children in a new environment. This study examines the subjective experiences of Latvian emigrant families living abroad and compares them with the narratives of returnee families in Latvia — in particular, the integration of children into the school environment both academically and socially. Quantitative data from a large-scale online survey of Latvian emigrants and returnees (n = 7700), coupled with qualitative interviews with parents, the children themselves (who have been less researched to date), and their educators provide in-depth data on the current situation. The analysis of this data reveals that systemic initial language support is crucial for children’s access to the curriculum and for socialization, both of which contribute positively to their psychosocial wellbeing.