The topic of this thesis is the role of reflexivity in providing educational support to refugee students. The theoretical part begins with an overview of migration in Europe, followed by a chapter on the importance of intercultural competencies of teachers to work with culturally different students and a chapter related to reflection, ie techniques and models of reflective practice. Given that this topic has been insufficiently researched, the aim of the research itself was to examine the role of reflexivity in providing educational support to refugee students. A qualitative methodology was used, and data were collected by conducting two focus groups, in which 10 teaching assistants participated. Although participants are divided over the purposefulness of daily reflection on their own practice, they consider this form of reflection and action in working with refugee students to be extremely important. The results of the research show that some of the participants did not reflect during the practice itself, mainly due to insecurity and fear of worsening the situation. On the other hand, all participants conducted post-internship reflection. Also, participants highlighted the advantages and challenges of applying reflective diaries and supervision meetings in the process of providing support to refugee students. The results of the research show that the participants recognized their own limits of patience, insufficient knowledge in working with students and the importance of improvisation in educational work. Participants most often provided educational support and, to a lesser extent, emotional, linguistic and socialization support. Finally, they described how they see the role of reflexivity in their future pedagogical work.