Mapping the Impact of Economic Crisis on Greek Education: Teachers' Views and Perspectives
Domna Kakana, C. J. Roussi – Vergou, F. Garagouni-Areou, A. Mavidou, P. Manoli, S. Theodosiou, K. Chatzopoulou, A. Androussou, V. Tsafos, S. Avgitidou

Abstract
The present study, which is part of the research project entitled “Teacher Support Confronting Social Inequalities” (TOCSIN), aims at investigating the consequences of the economic crisis on the vulnerable population at early childhood education schools (children aged from four to nine years old). In particular, the study explores the effects of economic crisis on children and school units in Greek public schools as well as the practices that educators may implement to cope with the problems arisen in the school environment because of the economic crisis. The data were collected through a researcher-designed questionnaire administered to the school principals. Three hundred sixteen (316) school principals of Greek kindergartens and primary schools participated in the research. The results of the study indicated that children have difficulties in feeding, clothing/footwear, in participating in school activities (e.g., excursions, museum visits) and extra-curricular activities (e.g., foreign language classes, dance lessons), and in buying the necessary school material. Regarding the effects of economic crisis on the function of schools, they mostly have to do with the renewal of technological equipment and building maintenance. Simultaneously, the results revealed that teachers' practices that seem to be more common among school units are the reduction in student stationery and materials, the implementations of education programs offering students emotional support the collaboration with other organizations, such as the Municipality, Church, social groceries, and the frequent contact with the Parents' Association of the school unit. The results of the study are further discussed, while future research is suggested.

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