Volume 9 | Issue 1 | 2021


Despite the intense efforts being made internationally, marginalization of pupils identified as having special educational needs (SEN), still exists in the Cypriot educational context.The purpose of the present study was to promote the inclusion of pupils identified as having SEN, through the creation of mentor relationships primarily between teachers and pupils identified as having SEN. Secondly, and since the previous effort had partially succeeded, mentor relationships were concentrated among pupils with and without SEN. The research was conducted in two high schools in Cyprus. The sample of the study consisted of a totally 137 participants. The collection and analysis of data related to this attempt was based on the use of qualitative methodology. The completion of the research led to the conclusion that developing a mentor relationship between pupils with and without SEN, collaboration and empathy can lead to inclusive school culture.

Full text: pdfThe roles of teacher-mentors and student-mentors in creating inclusive school culture 726 KB