The introduction of educational policies is necessary for the functionality of educational units since the latter should be able to adapt to changes and be in line with the requirements of modern society. Every educational policy is based on a logical, scientific, and pedagogical basis while a political dimension often emerges. The process of change, and more specifically its successful introduction and implementation, requires individual stages/phases to be performed as well as a reasonable time to be elapsed,to generate the appropriate culture and prepare the field of change inside the organization. Often there is an absence of a coherent model to follow,and as a result, the implementation of educational policy provisions commonly fails.The establishment of Educational Priority Area Host Classes (SPA)was proposed by the Hellenic Ministry of Education, Lifelong Learning, and Religious Affairs in an attempt to alleviate educational and social inequalities of students coming from vulnerable social groups. However, the effectiveness of the aforementioned educational policy seems problematic according to data showing a great school leakage since the target group of students is unable to conform to the changes. This is due to both omissions in its design and inaccuracies in its introduction and implementation. The present work takes advantage of the 8-stage Kotter theoretical model to improve the proposed educational policy by introducing factional and practical applications at each stage.