This paper presents the content validation process and results of the Themis Inclusion Tool, a questionnaire designed to stimulate teacher reflection on the response to diversity in schools in Cyprus, where, despite efforts, progress is still necessary. We present the adapted form of the Themis questionnaire originally published in English. The Greek version of the questionnaire contains 60 items measured on a 5-point Likert scale, consisting of three dimensions: contexts, resources, and processes. The questionnaire also includes two open-ended questions. The use of the Themis questionnaire is suggested as an effective means to enable teachers to understand challenges with respect to inclusion and for developing more inclusive schools. Thus the aim of this research is to contribute to the lack of updated, validated, and research-based tools for Greek-speaking schools at a time where school self-evaluation processes have been prioritised in educational policymaking.
