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Research findings indicated the importance of parental role in the educational process of children providing support for the strong connection between parental role and educational process. The purpose of the present study was to examine the role of parental involvement in classroom life in Greek Primary and Secondary education. A sample of one hundred and fifty five (155) students (69 boys, 86 girls) ranging in age from eleven to fifteen years volunteered to participate in this study. For the purpose of the study, students completed the Classroom Life Measure, which took place during their lessons. The results showed that the pressure from their parents to the study the lessons contributed to the increase of the state-anxiety felt by children, but simultaneously to increase of the negative self-esteem. The parents of primary school students are engaged in a higher degree with the homework, but also seek their children's participation in school activities.

The present paper aims to explore preschool teachers' perspectives on the protective factors of preschool children's psychological resilience. The sample consisted of 156 preschool teachers. The data collection method was a questionnaire which was based on the theoretical background of psychological resilience. In particular, the perspectives of preschool teachers on the intra-individual, family and school factors that are considered resilience-enhancing were explored. The analysis of the research data shows that the teachers of the sample consider that parents' involvement in the development of children, parents' emotion understanding skills, communication within family and support from family members are among the main family factors that contribute to the development of psychological resilience of preschool children. As far as the intra-individual protective factors are concerned, problem solving skills, self-esteem and decisiveness are regarded as the most significant. Teacher support, school safety and positive relationships within the peer group are among the school factors that are considered that can serve as protective factors for promoting psychological resilience of preschool children. The extent to which teachers regard that psychological resilience is a stable characteristic has an effect on their perceptions about the significance of the protective factors.The above findings can contribute to the design and development of psychological resilienceenhancing programs.

Multidisciplinary collaboration is considered to be very important for the education of pupils with special educational needs and particularly those pupils with the most severe disabilities. This research adopts a multiple case-study design in order to understand collaboration and the integration of services and the effectiveness of these among pupils with profound and multiple learning difficulties (PMLD) in Greece. The teams, choosing case studies in five special schools, considered 10 pupils and their parents. Reviews and analyses of the legislation; the use of diaries; participant observations and semi-structured interviews were used for the collection of data. Two different models of service integration which provide different opportunities to the inclusion of pupils with PMLD were revealed since schools have different methods of integrating health and social professionals. In the first model, the school works with outside services, whereas in the second, services are within the school. In addition, roles and responsibilities differ within the different models. Service integration and collaboration were found to be more effective in schools where teachers and health and social professionals work under the same management. The study suggests the expansion of the second model of multidisciplinary collaboration with the integration in schools of health therapists, educational psychologists and social workers. IntroductionThis research study is concerned with the ways in which teachers, parents and health and social professionals collaborate for the education of pupils with profound and multiple learning difficulties (PMLD) in Greek special schools. In particular, we are interested in the process of collaboration between professionals from different disciplines and the effectiveness of their collaboration with respect to the way in which services are integrated in schools. The integration of services is mainly connected with their organisation in the school in terms of the different working relationships between professionals and the consequences of these relationships to collaboration. We consider that the different approaches to service integration in schools provide

This paper examines the role of art in environmental education. It explores the creative use of fine arts for students' environmental awareness. The literature review carried out shows that artistic creation, in all its forms, painting, sculpture, architecture, music, dance, literature, theater, cinema, photography, comics can activate the senses, stimulates and enrich students' experiences, develops their imagination and critical thinking, provides new ways of expressing emotions, perceptions and reflections, enhances their creativity and develops their creative thinking. The pedagogical use of art in educational programs for enhancing children's contact with the environment helps children deepen their knowledge and strengthen their relationship with it. Art substantially contributes to environmental awareness, as it cultivates through an emotional approach the familiarization and the development of a connection with the environment. Therefore, educational planning is of scientific interest, which includes the utilization of various forms of artistic expression with the assistance of creative pedagogical techniques for the formation of active citizens.