This policy brief examines what constitutes a “good classroom” for young refugee and host-community learners in Palabek Refugee Settlement and surrounding communities in Lamwo District, Uganda, with a focus on strengthening early literacy, participation, resilience, and well-being. The study used a mixed-methods approach combining a systematic review of 1,360 records, of which 22 studies met the inclusion criteria, with classroom observations, focus group discussions, and interviews involving teachers, caregivers, and head teachers across eight pre-primary schools. Findings show that effective literacy instruction requires a combination of structured approaches and contextual adaptation. Systematic phonics, storytelling, rhymes, songs, writing practice, play, and peer learning are most effective when connected to learners’ experiences and abilities. Familiar languages, supported by translation, visuals, modelling, and local objects, provide an important bridge to English literacy. The study also highlights emotional safety and positive teacher–learner relationships as essential conditions for participation and learning. However, large classes, inadequate materials, uneven teacher preparation, interrupted attendance, and limited support services constrain effective practice. The brief recommends continuous school-based coaching, improved staffing and teaching-assistant provision, multilingual and differentiated instruction, minimum classroom resource packages, flexible learning approaches, stronger family engagement, and integrated health, protection, disability, and early-literacy monitoring systems.