This chapter, we explores whether and how schools and teachers promote ethnic diversity and are responsive to lived experiences to facilitate ethnic habitus reorientations. In the succeeding chapter, we delignate the language practices in the BE pedagogic field and how these practices shape students’ ethnolinguistic habitus orientations. The analysis in the preceding Chap. 4 identified the fact that students’ ethnolinguistic habitus are moving away from ethnocentrism and reorienting towards inclusive supraethnic habitus when they work together with ethnically diverse fellow students in the multiethnic BE pedagogical context. This chapter, therefore, explores: (i) how authorities—schools and teachers—create/promote or hinder a learning environment that is responsive to diversity, and (ii) how this environment facilitates or otherwise interethnic relations among the students that trigger ethnic habitus transformation.