When Inclusion in Greek Schools Is Delayed: Listening to the Voices of Chinese Primary School Students

The awareness of the pedagogical challenges faced by specific student groups, while processing their inclusion in the academic and social school procedures, is often limited or non-existent. Such is the case of immigrant students of Chinese origin attending Greek schools. The qualitative study we present focuses on listening to the voices of 54 Chinese students regarding the socializing and academic dimensions of their inclusion. The results show these students' efforts to adapt to the undifferentiated Greek school system, raising concerns about their presence and participation, in accordance with the declarations of inclusive pedagogy.