In recent years, the global refugee crisis has placed enormous strain on educational systems worldwide, challenging the ability of host countries to deliver equitable and effective education to displaced children. In Greece, a frontline state in this crisis, the situation is particularly acute. Refugee students confront a range of barriers that inhibit their access to and success within the Greek educational framework. A groundbreaking study published in the journal Genus (2025) delves deeply into this complex issue by capturing the perspectives of teachers working directly with refugee children. This qualitative exploration uncovers the systemic obstacles and nuanced realities that define the educational experiences of refugee students in Greece, painting a sobering picture of an education system struggling to meet urgent humanitarian needs.
The study’s findings reveal that many refugee children are “doomed to fail,” as the title starkly suggests. Teachers highlight the multifaceted difficulties these students face, from language barriers and cultural dissonance to inadequate resources and insufficient institutional support. Language, a cornerstone of classroom integration, emerges as a critical hurdle. Refugee students often arrive with little or no proficiency in Greek, which severely limits their ability to engage with the curriculum, communicate with peers and teachers, and participate fully in school life. This linguistic isolation not only stifles academic progress but also contributes to social marginalization within the school community.
Another layer of challenge lies in the psychological and emotional toll that displacement takes on refugee children. The trauma of forced migration, exposure to conflict, and uncertainty regarding their futures profoundly affect their capacity to learn. Teachers report that many refugee students exhibit signs of anxiety, depression, and post-traumatic stress disorder, conditions that the current educational environment is ill-equipped to address. Despite their best efforts, educators frequently lack the specialized training and resources necessary to support the mental health needs of these vulnerable pupils, impeding holistic educational development.
The study also reveals systemic issues related to policy and administrative structures governing refugee education in Greece. While national policies exist to integrate refugee children into mainstream schools, implementation is inconsistent and fraught with challenges. Schools often face shortages of teaching staff trained in multicultural education and insufficient funding to provide targeted support programs. This institutional fragility is compounded by bureaucratic inertia, resulting in delays and gaps in enrolment, which leave refugee children out of school for extended periods. Such disruptions are detrimental to continuity of learning and exacerbate educational disparities.
Teachers interviewed in the study emphasize the pivotal role of intercultural competence and inclusive pedagogical approaches in improving refugee students’ educational outcomes. However, they lament the absence of systematic professional development programs designed to equip educators with these skills. Without adequate preparation, teachers find it difficult to adapt curriculum content, teaching methods, and classroom management techniques to the diverse needs of refugee learners. This gap compromises the creation of a welcoming and supportive school climate necessary for refugee students to thrive both academically and socially.
Despite these daunting challenges, the study also identifies examples of resilience and innovation within Greek schools. Some educators have pioneered creative strategies to foster refugee children’s engagement, such as incorporating native language support, employing visual learning tools to transcend language barriers, and organizing extracurricular activities that promote social integration. These localized initiatives highlight the potential for positive change but remain fragile and under-resourced without broader policy endorsement and systemic reinforcement.
This qualitative research underscores the critical importance of viewing refugee education not simply as a humanitarian obligation but as an investment in social cohesion and long-term societal development. Effective education for refugee children can promote integration, reduce social tension, and unlock the potential of a generation that otherwise risks marginalization. The teachers’ narratives in this study poignantly articulate the urgency of urgent reforms that prioritize inclusivity, adequate funding, and intersectoral collaboration among government bodies, NGOs, and local communities.
Technically, the study adopts rigorous qualitative methodologies to capture the nuanced perspectives of educators. Through semi-structured interviews and focus group discussions, researchers elicited in-depth insights into daily classroom realities and systemic shortcomings. This methodological approach allows for the articulation of complex human experiences and institutional dynamics that quantitative data alone cannot reveal. It also enables the identification of patterns and themes relevant to policy refinement and pedagogical innovation.
An important technical takeaway from this research is the critical role of teacher agency in refugee education. Educators are frontline agents capable of shaping narratives around refugee learners and influencing school culture. Empowering teachers through adequate resources, professional development, and participatory policy-making processes is paramount. The study advocates for a multi-tiered approach, combining classroom-level interventions with structural reforms to dismantle barriers and foster sustainable educational inclusion.
Moreover, the study discusses the implications of educational inequities amid the broader European context. Greece’s challenges with refugee education resonate with experiences in other host countries, highlighting shared obstacles such as linguistic diversity, trauma-informed care, and systemic rigidity. This cross-national perspective stresses the need for integrated policy frameworks and knowledge exchange platforms at the European Union level to harmonize educational responses to refugee influxes.
In conclusion, the exploration carried out by Stathopoulou, Adamopoulou, Zirganou-Kazolea, and their colleagues presents a compelling and urgent call to action. The precarious educational positioning of refugee students in Greece is not predetermined but shaped by modifiable systemic, institutional, and pedagogical factors. Addressing these challenges requires concerted efforts—a combination of policy commitment, resource allocation, innovative pedagogy, and community engagement. Without such comprehensive strategies, refugee children will remain on a trajectory of educational failure, with profound consequences for their individual futures and societal integration.
As global displacement continues to escalate, this research offers vital insights into the frontline realities confronting educators and refugee students. It challenges policymakers, educators, and civil society to envision and enact education systems that are not only responsive but also inclusive, resilient, and transformative. Ultimately, the study advocates for a paradigm shift—from viewing refugee education as a burden to recognizing it as a critical pathway toward equitable human development and social justice.
Subject of Research: Refugee students’ access to education and educational experiences in Greece from teachers’ perspectives.
Article Title: Doomed to fail? A qualitative exploration of teachers’ perspectives on refugee students’ access to education and educational experiences in Greece.
Article References:
Stathopoulou, T., Adamopoulou, E., Zirganou-Kazolea, L. et al. Doomed to fail? A qualitative exploration of teachers’ perspectives on refugee students’ access to education and educational experiences in Greece. Genus 81, 4 (2025). https://doi.org/10.1186/s41118-025-00241-8
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