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From Policy to Practice: Socio-Economic Challenges in Accessing Support Services for Students with Learning Difficulties in Greece - A Bourdieusian Analysis

Chatziiordanou, Kassandra LU (2025) SOLM12 20251
Department of Sociology of Law
Abstract
While international research is increasingly concerned about the role of socio-economic status in special education, Greek scholars have focused on the psychological and behavioural aspects and their connection to academic attainment, overlooking the impact of socio-economic status. Even though the Greek legal framework advocates for inclusive education, there is a significant gap between policies and implementation. The main objective of this qualitative study is to examine how different forms of capital influence Greek families with children with learning difficulties, during the ‘pre-dispute phase’ of accessing support. Drawing on six semi-structured interviews in Greece, analysed through the lens of Bourdieu’s sociological tools, this... (More)
While international research is increasingly concerned about the role of socio-economic status in special education, Greek scholars have focused on the psychological and behavioural aspects and their connection to academic attainment, overlooking the impact of socio-economic status. Even though the Greek legal framework advocates for inclusive education, there is a significant gap between policies and implementation. The main objective of this qualitative study is to examine how different forms of capital influence Greek families with children with learning difficulties, during the ‘pre-dispute phase’ of accessing support. Drawing on six semi-structured interviews in Greece, analysed through the lens of Bourdieu’s sociological tools, this research reveals that families with higher socio-economic status recognise their children’s difficulties more easily, are more confident to secure support and navigate the process. Conversely, those who lack economic, social and cultural capital, access to educational support is hindered or prevented. The findings suggest that socio-economic status is necessary in research of inclusive education. The study underlines the need for proper information, reduction of bureaucracy and provision of sufficient school-based support for students with learning difficulties. (Less)
Please use this url to cite or link to this publication:
author
Chatziiordanou, Kassandra LU
supervisor
organization
course
SOLM12 20251
year
type
H1 - Master's Degree (One Year)
subject
keywords
socio-economic status, capital, Bourdieu, naming-blaming-claiming, learning difficulties, support services
language
English
id
9213065
date added to LUP
2025-10-07 17:55:36
date last changed
2025-10-07 17:55:36
@misc{9213065,
  abstract     = {{While international research is increasingly concerned about the role of socio-economic status in special education, Greek scholars have focused on the psychological and behavioural aspects and their connection to academic attainment, overlooking the impact of socio-economic status. Even though the Greek legal framework advocates for inclusive education, there is a significant gap between policies and implementation. The main objective of this qualitative study is to examine how different forms of capital influence Greek families with children with learning difficulties, during the ‘pre-dispute phase’ of accessing support. Drawing on six semi-structured interviews in Greece, analysed through the lens of Bourdieu’s sociological tools, this research reveals that families with higher socio-economic status recognise their children’s difficulties more easily, are more confident to secure support and navigate the process. Conversely, those who lack economic, social and cultural capital, access to educational support is hindered or prevented. The findings suggest that socio-economic status is necessary in research of inclusive education. The study underlines the need for proper information, reduction of bureaucracy and provision of sufficient school-based support for students with learning difficulties.}},
  author       = {{Chatziiordanou, Kassandra}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{From Policy to Practice: Socio-Economic Challenges in Accessing Support Services for Students with Learning Difficulties in Greece - A Bourdieusian Analysis}},
  year         = {{2025}},
}