Every day, thousands of children with developmental differences head to schools that aren’t fully prepared to support them. Many “special” schools fail to help these children reach their full potential, while regular schools—private or public—often treat them as obstacles. As a result, parents are left to fill the gap, without much help or guidance from authorities.
Alexandra Loli is the mother of 8-year-old Ilias, who was diagnosed with autism during the COVID-19 lockdown. Finding a school for him was a struggle. “Ninety-seven out of a hundred schools turned us down,” she recalls. Eventually, a school accepted Ilias, with good intentions to include children with learning difficulties. However, Loli says there is a lack of real integration. “He’s often left in the library, learning on his own,” she explains.
Loli’s family spends around 3,000 euros a month on Ilias’s education, activities, and treatment. The state benefit for children with autism is only 522 euros a month. Despite this, Loli isn’t focused on the financial support. “I want the state to create an appropriate framework where my son can be integrated and graduate with valuable skills. I want him to get a job when he grows up—maybe as a baker, a cook, or a gardener, not as someone waiting for a handout,” she says.
Foteini Peleki recently learned that her son Panagiotis, who is in third grade at a respected private school, has been bullied by the same student since first grade. Panagiotis, who is diagnosed as gifted, has unusual behavior, making him a target for bullying.
“The school was aware of the bullying, but I never got any response about what was being done,” Peleki says. She also noticed that the school seemed unsure of how to handle Panagiotis’s needs. For example, his attention often drifts in class if he’s not intellectually challenged. “Not only did they fail to help him, but they hadn’t even informed the teachers of his specific needs,” she adds.
The school had requested an official evaluation of Panagiotis from the state when he was in first grade. However, two years later, the evaluation is still pending. “While waiting for the official assessment, the school did nothing. They just pointed the finger at us,” Peleki says.
Parents like Loli and Peleki are calling for a system that truly supports children with special needs, ensuring they receive the education and care they deserve.
