Conclusion This paper underscores the importance of reinforcing measures to safeguard the right to education for refugee and stateless children in Malaysia. Although the Malaysian government has started to include undocumented children in the public education system through the establishment of Sekolah Bimbingan Jalinan Kasih, there remains a notable proportion of stateless children residing in Malaysia who have yet to benefit from inclusion policy. Responsibility sharing is another aspect that needs to be emphasised. The responsibility of providing education to refugee and stateless children should not fall solely on the host country or UNHCR. Instead, a collaborative approach involving a spectrum of stakeholders, including international organisations, NGOs and donor countries, is pivotal. By sharing the responsibility, sustainable solutions can be developed, ensuring the long-term education of these children. Moreover, educating refugee and stateless children holds tangible advantages for Malaysia’s lasting economic progression. These children possess the potential to mature into productive members of society, enhancing the workforce and potentially addressing labour shortages in various sectors. Noteworthy also is the potential alignment of a more inclusive education system is a window of opportunity for Malaysia to strengthen its commitment to the 2030 Agenda for Sustainable Development (2030 Agenda), as reflected in Malaysia’s national blueprint, the 12th Malaysia Plan and as a party to the Convention on the Rights of the Child since February 17, 1995. 15