The trauma and loss adoptees experience throughout their life is rarely acknowledged in traditional school settings. Too often, children's identities as adoptees are ignored, erased, or trivialized. This research shines a light on how educators, particularly educators who are adopted, work with finesse to create a sense of belonging for children. Creating an adoption-friendly learning space goes beyond a singular approach and has implications for school climate, academics, home-school partnerships, and more. Using School Belonging Theory, the experiences of adoptees are analyzed in an attempt to shift the burden from adoptees and adoptive parents to advocate onto schools as learning institutions to best support adoptees.