Abstract:

This paper explores whether the school counselor and the school collaborate to adapt the curriculum, the educational material, the linguistic classification tests and the program timetable to the needs of mixed linguistic and cultural classes as well as reception classes. In addition, it studies the role of the school counselor in organizing training interventions on intercultural communication, differential teaching, etc. for the teachers of the schools in charge of it, as well as its possible cooperation with the Regional Directorate and the Education Directorate, cooperate in the implementation of supportive institutions such as classes hosts, tutorials and university programs.

It also records the extent to which the school counselor works with the school to resolve conflicts and psychosocial support for foreign pupils and their families. It also records whether there is a school counseling and school management collaboration in relation to the training of comparable interventions in relation both to the learning and social support of foreign pupils, to record whether a school counselor, a school and teachers are evaluating in collaboration with students and the results of these interventions and the possibility of adjusting them. It records whether there is collaboration between school councilors and pupils so that together they can develop ways of assessing students.

130 secondary teachers participated in the study.
The results showed that it is the school counselor and the school that cooperate both to solve conflicts between all the parties involved, students, teachers, parents, and to support foreign pupils and their families, are the driving force of the above-mentioned hierarchical structure.

The results show that a school counselor, school and school address with the actions mentioned above aim to take measures to combat school dropout and school leakage.

The research shows that when the school cooperates with the schools of origin and reception of its students to facilitate the adaptation of pupils and to assist the teaching and learning work, it undertakes the organization of events of intercultural nature in cooperation with the local community and the local self-government.

Research explores the driving force that is no different than the school's pursuit of enhancing the learning of the foreign languages of foreign pupils.

It is evident that the behavior of respondents who support the assumption by the school counselor of organizing training interventions on intercultural communication, differentiated teaching, etc. for the teachers of the schools in charge of it leads to his / her cooperation with the school regarding the adaptation of the curriculum, educational material, linguistic classification tests and program timetables to the needs of mixed linguistic and cultural classes as well as class reception. The collaboration of the school counselor with the Regional Directorate and the Education Directorate with regard to the implementation of supportive institutions such as reception classes, tutorials and university programs is important.

Keywords:

Greek, Secondary, Intercultural, Education.