Between Policy and Practice: A Multi-Level Analysis of Educator Support in Greek Refugee Education

Abstract

This thesis explores how educator support for refugee inclusion is structured, coordinated, and experienced across institutional levels in Greece. Despite extensive policy frameworks, research has rarely examined how national policy, meso-level coordination, and school-level implementation interact to reach frontline educators. Drawing on ten semi-structured interviews with policy actors, Refugee Education Coordinators (RECs), and teachers in Reception Classes and Reception Facilities for Refugee Education, this qualitative case study used thematic analysis to identify strengths and gaps in multi-level coordination. Findings reveal that while Greece has established comprehensive structures and strong interpersonal support networks, educators frequently enter roles without systematic orientation, RECs often exceed their formal mandates to fill pedagogical gaps, and staffing instability undermines continuity. These insights highlight the need for targeted coordination mechanisms that connect policy intentions with classroom realities. The study offers recommendations for strengthening multi-level support in Greece and provides a framework applicable to other contexts facing similar challenges.