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Advisor(s)
Abstract(s)
This study investigates the perspectives of teachers in Greece and Portugal on the effectiveness of a newly
developed programme (FRIEND-SHIP intervention) aiming at fostering students’ social participation. Sixteen
elementary school teachers, ten from Greece and six from Portugal, who implemented the programme in their
classes were interviewed before and after implementation. The thematic analysis performed indicates that the
intervention was perceived as successful in improving the students’ social skills and the overall classroom
climate. Specific benefits were noted for students with disabilities and for those from racial or ethnic minority
backgrounds. Overall, the FRIEND-SHIP programme was viewed as an easy to implement intervention with a
relevant structure and content and was valued as very promising in fostering all students’ social participation.
Description
Keywords
Social participation Intervention programme Social skills intervention Inclusive classrooms