Education can be the main vehicle for helping impoverished and marginalised people, such as refugees, improve their lives and be included in the wider community. To translate theoretical knowledge into meaningful educational action requires teaching approaches that validate student experiences. A child-centered approach is most suitable for educational interventions towards refugees' inclusion, because it views children as the most relevant source of information about their lives, while students are encouraged to develop problem-solving capacities, independent thinking, creativity, co-operation and diversity skills. The newly-introduced 'Skills Workshops' in Greek formal education schools aim at developing exactly these capabilities. This article presents the structure and rationale behind selected examples of Skills' Workshops, which are particularly relevant to the inclusion of refugees in multicultural classes. The workshops' topics are varied, focusing on entrepreneurship, well-being, sustainable development, human rights, conflict resolution, diversity, inclusion and can stand autonomously or as part of a continuum, giving teachers flexibility to suit their class's needs. Their methodology involves a variety of approaches, such as class groupwork, think-pair-share technique, dialogue and group discussion, experiential activities (interactive learning, free writing, brainstorming, role-play, mock debates, community learning projects). A particular example of a workshop on racism prevention is analysed in more detail and its implementation in a multi-cultural secondary school class is evaluated. The workshop's effectiveness, limitations, possibilities for extension and impact towards change are discussed. The workshop describes a 'critical incident', giving the opportunity to investigate background causes, ways of dealing with diverging cultural and religious beliefs, raising awareness on the nature of racism and encouraging students to find solutions in their own contexts, whether native, migrant or refugee. The structure of the workshop follows the three pillars of teaching inclusion as a human right: a) teaching about inclusion (students present their own understanding of racism), b) teaching through inclusion (an experiential scenario delivered as a role-play), c) teaching for inclusion (providing solutions, ideas and skills for necessary action). The ultimate goal is to create a caring school community, that consistently, and effectively implements a non-racist, inclusive approach for all students, with the wellbeing of every student as the focus of its work.

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