School principals’ perceptions on refugee students’ integration in Greek schools

Abstract

The study aimed to identify the barriers and facilitators that affect refugee students’ integration in the host society’s education system (Greece). In-depth interviews were conducted with ten principals of public schools in Athens, who shared their understanding of the process of integration of refugee students into the Greek education system. Schools from all levels of education participated in the study (i.e., early childhood education up until vocational high schools). Interviews were transcribed and subjected to thematic analysis. Results included school principals’ opinions about the factors that can challenge or enhance the integration process, such as the language barrier, parental involvement, and cultural differences as well as school principals’ insights regarding their own role, revealing a more profound perception that school reflects aspects of their social identity. The study took place in the context of the UNINTEGRA project (Universities leading full and stepwise approach to the integration of refugees, AMIF 2017-2019).