Since 2014 many refugees from Syria, Afghanistan and other countries have been passed to Europe through the Greek territory. Approximately sixty-five thousand from those individuals have stayed in Greece either by their will or because they did not manage to go to the country they wanted. The response of the European Union and each of its countries to the advent of refugees has been one of the most influential political, economic and social issues of the past three years. In many cases, it seems that a significant portion of European citizens have been influenced by populist politicians and pundits, who exploit the prolonged economic crisis to instigating chauvinistic, xenophobic and racist attitudes and feelings. By depicting refugees as the cause of the economic crisis and as a threat to stability in Europe, those populists are exercised in a rhetoric, which marginally avoids being described as hate -speech. Furthermore, mass media transmit rumors and fake news concerning refugees’ culture and acts, contributing to the spread of negative perceptions and feelings for them. It should be highlighted that a large proportion of the refugees are children, under the age of eighteen. Children are among the most vulnerable groups of refugees, since they have traumatic experiences (such as violent deportation and loss of their family members) from an early age (Rutter, 2003), making it emotionally, psychologically and socially difficult to set up a new place. Under these economic, political and social conditions, Greek government has formulated the plane of the educational integration of refugee children. Education is a human and children’s’ rights and a key factor to the integration of children and their families into their new country of residence (Nitya, 2010). Schools can play an important role, since they are the places where refugee children can get acquainted with children from other social / ethnic groups, as well as to acquire knowledge and skills that will help them in their future lives. Our aim is to critically analyze the policies that Greece has been implemented so far, in order to provide the education that each child has the right to enjoy from the country where he / she resides. Audiovisual material, regulative texts, public documents, reports, decisions, decrees, as any kind of declarations that are relevant will be analyzed.

Nitya, R. (2010). Migration, education and socio‐economic mobility, Compare: A Journal of Comparative and International Education, 40, (2), 137-145. doi: 10.1080/03057920903545973. Rutter, J. (2003). Supporting refugee children in 21st century Britain. London: Trentham.