Existing Policies for the Education of Refugees in Greece

  • Xanthippi Foulidi University of the Aegean, Rhodes, Greece
  • Evangelos C. Papakitsos University of West Attica, Athens, Greece
  • Niki Alexaki University of Patras, Greece


The present herein work introduces the existing policies for the inclusion of children of immigrant or refugee background in the educational system of Greece. The goal of the Greek educational system is the inclusive education of these categories of students. Consequently, the special characteristics of refugees are studied for this purpose and proposals to strengthen the inclusion policies are presented.


1. Ainscow, M. (1998). Would it work in theory? Arguments for practitioner research and theorizing in the special needs field. London: Routledge.
2. Angelides, P., Antoniou, E., & Charalambous, C. (2010). Making sense of inclusion for leadership and schooling: a case study from Cyprus. International Journal of Leadership in Education, 13(3), 319-334.
3. Angelidis, P. (Ed.) (2011). Pedagogics of inclusion. Athens: Diadrasi (in Greek).
4. Betancourt, T.S., Newnham, E.A., Layne, C.M., Kim, S., Steinberg, A.M., Ellis, H., & Birman, D. (2012). Trauma History and Psychopathology in War-Affected Refugee Children Referred for Trauma-Related Mental Health Services in the United States. Journal of Traumatic Stress, 25, 682-690.
5. Chatzidaki, A. (2006). The participation of immigrant parents in the education of their children: the perceptions of teachers and the practices of parents. In Proceedings of the International Conference “The Greek language as a second/foreign one. Research, its teaching and learning” (pp. 732-745). Thessaloniki: University Studio Press (in Greek).
6. Chatzisotiriou, C., & Angelidis, P. (2018). Europeanism and Intercultural Education: From the Transnational to the School Level. Zefyri, Greece: Diadrasi (in Greek).
7. Chatzisotiriou, C., & Xenophontos, K. (2014). Intercultural Education. Challenges, pedagogical considerations and suggestions. Kavala, Greece: Saita (in Greek).
8. Evangelou, O., & Moula, E. (2016). Comparative consideration of intercultural and inclusive education. Erkyna, Review of Educational - Scientific Issues, 10, 155-165 (in Greek).
9. Florian, L., Young, K., & Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: studying curricular reform in an initial teacher education course. International Journal of Inclusive Education, 14, 709-722.
10. Foulidi, X., Oikonomakou, M., & Papakitsos, E.C. (2019). Language Diversity in the Greek Educational System: Promoting Multilingual Classroom Policies. Journal of Research Initiatives, 5(1), Article 6.
11. Hajisoteriou, C., & Angelides, P. (2015). Listening to children’s voices on intercultural education policy and practice. International Journal of Qualitative Studies in Education, 28, 112-130.
12. Intxausti, N., & Etxeberria, F. (2013). Immigrants families’ and teachers’ expectations from children in primary education: Implications for inclusive education. Procedia- Social and Behavioral Sciences, 93, 880-884.
13. Markou, E. (2010). Procedures of institutional discrimination and school structures: The position of principal in multicultural and intercultural schools. In Proceedings of the 13th International Conference “Intercultural Education – Immigration - Conflict Management and Pedagogy of the Democracy” (Volume II, pp. 541-554). Patras: Typocenter (in Greek).
14. MERR (2017). The Refugee Education Project: (A) Project Evaluation Report for the Integration of Refugee Children in Education (March 2016-April 2017); (B) Proposals for the Education of Refugee Children during the school year 2017-2018. Athens: Ministry of Education, Research and Religions (Scientific Committee for Assisting the Work of the Committee for the Support of Refugee Children) (in Greek).
15. Mylonakou-Keke, H. (2009). Collaboration of school, family and community. Theoretical approaches and practical applications. Athens: Politeia (in Greek).
16. Oxfam (2016). Stranded in Greece: the long refugee road to nowhere. Available at: https://www.oxfam.org/en/refugee-and-migrant-crisis/stranded-greece-long-refugee-road-nowhere [accessed on 30 April 2020].
17. Palaeologou, N., & Evangelou, O. (2011). Intercultural pedagogy. Educational policy for immigrant children. Athens: Pedio (in Greek).
18. Papachristos, K. (2011). Intercultural education in the Greek school. Athens: Taxideutis (in Greek).
19. Rentzi A. (2017). Development of strategic action plans for the inclusion of refugee children in the school units of Greece. In Proceedings of the 9th International Conference on Open and Distance Education (Volume 4, Part A, pp. 48-55). Athens, 23-26 Nov. 2017 (in Greek).
20. Soulis, S. (2008). A school for All. Athens: Gutenberg (in Greek).
21. Stasinos, D. (2013). The special education 2020. For an inclusive or total education in the neo-digital school with digital champions. Athens: Papazisi Publications (in Greek).
22. Taylor, S., & Sidhu, R. (2012). Supporting refugee students in schools: What constitutes inclusive education?, International Journal of Inclusive Education, 16(1), 39-56.
23. UNESCO (1994). The Salamanca’s Proclamation and Framework for action on Special Needs Education. In Global Conference for special education (http://www.unesco.org/education/pdf/SALAMA_). Athens: Edition of the Greek Committee for UNESCO.
24. Van der Veer, G. (2000). Empowerment of traumatised refugees: a developmental approach to prevention and treatment. Torture, 10, 8–11.
25. Zoniou-Sideri, A. (Ed.) (2004). Contemporary Inclusive Approaches. Act. Athens: Ellinika Grammata (in Greek).
How to Cite
FOULIDI, Xanthippi; PAPAKITSOS, Evangelos C.; ALEXAKI, Niki. Existing Policies for the Education of Refugees in Greece. International Journal of Social Sciences, Humanities and Education, [S.l.], v. 3, n. 4, p. 265-273, june 2020. ISSN 2521-0041. Available at: <http://ijsshe.com/index.php/ijsshe/article/view/176>. Date accessed: 03 july 2020.