2020 is the year marked by the global pandemic of coronavirus (COVID-19), which affected humanity to a great extent, creating unfavorable social, health, and economic conditions. As in the world, so in Greece the school is affected by this new social situation, resulting in schools having been closed for long periods of time and the lessons for all their students done remotely through a special electronic platform. Principals are called upon to manage a crisis situation, creating smooth e-learning conditions for all the students, including the children who belong to ethnic minorities. This study aims to demonstrate that school leaders can play a significant role in the co-education of the refugee and migrant students through distance learning. At the same time, the author also offers proposals regarding the implementation of relevant actions in this direction.

In early 2020, the COVID-19 pandemic appeared, due to which strict health measures were announced by the World Health Organization around the world. Among these health measures were the strict adherence to hygiene, the use of a protective mask and social isolation. These measures were, immediately, implemented in schools worldwide. School, after all, is a living social system, which is included in the wider society and interacts with it. For this reason, every important social phenomenon that brings about changes in the way of life of humanity (pandemic, war, etc.), directly affects the school environment, forcing its adaptation to them. Therefore, schools in Greece implemented distance education for all the students, during the 2020-21 school year, applying inclusive distance education practices for children with special educational needs and disabilities. In Greek schools, children with Attention Deficit Hyperactivity Disorder belong in the category of “students with special educational needs”. Unfortunately, as proven by research, COVID-19 had a negative impact on children, diagnosed with Attention Deficit Hyperactivity Disorder, having affected children’s behavior to such an extent that great difficulties are observed in their adapting to the social conditions of school. Because of these results, inclusive pedagogical practices are formed in Greek public primary education to help these children adjust into the school learning environment. This theoretical study will document the above facts and will, also, present these practices.