Legal and Institutional Characteristics of Refugee Education in Greece: A Sociological Approach

This study explores intercultural education in Greece, which is institutionally grounded in the operation of intercultural schools and in adaptations of the curriculum to meet the specific educational, social, cultural, and academic needs of students. This approach is reinforced by Law 4415/2016, which emphasizes equality, social inclusion, the elimination of educational inequalities, and respect for cultural and linguistic diversity. Within this framework, Educational Priority Zones (EPZ) are being developed, featuring Reception Classes and Supplementary Tutoring Sections, with the aim of supporting students with language and learning difficulties. Following the 2015 refugee crisis, Reception School Facilities for Refugee Education (DYEP), which were established in 2016 and aim to provide refugee children with access to formal education, placing particular emphasis on learning the Greek language and their gradual integration into the educational system. The operation of these programs is supported by Refugee Education Coordinators and the relevant educational authorities, while adjustments are made regarding the curriculum, class composition, and the educational needs of the students. Despite the existence of a comprehensive institutional framework, the implementation of intercultural education policy presents significant challenges. The increase in the number of Reception School Facilities for Refugee Education (DYEP) during the 2016–2021 period reflects the Greek education system’s effort to meet the growing needs of the refugee population, but the constant administrative changes suggest the absence of stable, long-term planning. At the same time, linguistic and cultural barriers, prejudices, inadequate training, and the need for specialized staff hinder the effective implementation of inclusive education. The psychosocial dimension is also of particular importance, as refugee children have experienced loss and displacement, carrying traumatic memories, a fact that necessitates an educational approach that takes into account not only their academic but also their emotional needs.

Intercultural education, educational equity, social inclusion, Educational Priority Zones (EPZ)

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