“I was not treated as a stranger. I was welcomed as a colleague.”

Platon Samoienko is 14 years old and an eighth-grade student at “Alexandr Pushkin” Theoretical Lyceum in Soroca. He arrived in the Republic of Moldova from Kyiv with his parents and younger brother shortly after the outbreak of the war in Ukraine. He had to leave behind his home, friends, and daily routine.

In his new school he found something essential: safety, support, and openness.

“From the very beginning, I felt supported. The teachers helped me find my way around the school, and my classmates immediately started talking to me. They invited me to play and study together. Thanks to them, I quickly felt part of the class. I was not treated as a stranger. I was welcomed as a colleague,” says Platon.

Integration through learning and engagement

Today, Platon is an outstanding student. He won first place in the district English Olympiad and performs very well in mathematics. At the same time, he continues his studies online in Ukraine, completing assessments according to the Ukrainian curriculum.

His class teacher, Svetlana Lozinskaia, speaks about his rapid adaptation.

“Platon integrated naturally into class life. He actively participates in school and extracurricular activities, shows initiative, and feels like a full member of the group. He is responsible, open in communication, and always ready to help others.”

Currently, Platon serves as Vice President of the Student Council, contributes to organizing school events, and helps edit the school newspaper. His active involvement shows how important it is to have an educational environment that encourages every child’s participation.

Supporting teachers and partnering with parents

With UNICEF support, teachers at the lyceum participated in training and mentoring sessions under the project.

“Empowering children, parents, teachers and communities to promote inclusive education in the Republic of Moldova.” The project is implemented by CCF Moldova in partnership with the Ministry of Education and Research and the Republican Center for Psycho-Pedagogical Assistance, with financial support from the UK Government through the Foreign, Commonwealth & Development Office.

The innovative strategies and approaches learned during training help teachers create inclusive and safe environments for all children, including refugees, children with disabilities or special educational needs, and those from ethnic minorities. At the same time, activities and consultations with parents strengthen the school–family partnership and support children’s well-being.

“For UNICEF, quality education means access, participation, inclusion, and results for every child. By supporting children, teachers, parents, and schools, we help build inclusive educational communities where all children, including those affected by crises, can learn, participate, and reach their full potential. Platon’s story shows that when we work together, inclusion becomes reality,” emphasized Galina Bulat, Education Specialist at UNICEF.

These efforts contribute to creating a space where students like Plato can continue to learn, grow, and actively participate in school life.

“A child's well-being is built through care, collaboration, and respect for their rights. When schools, parents, and communities work together in the best interests of the child, an environment is created in which they feel safe, listened to, and accepted. In the spirit of the principles promoted by UNICEF and the United Nations, Platon's experience shows that partnerships between adults can truly change children's lives,” said Liliana Rotaru, President of CCF Moldova.

The power of language and gratitude

One of the most remarkable aspects of Platon’s journey is how he learned Romanian. Without having studied it before, he practiced daily — listening carefully in class, speaking with classmates, and using the language in everyday life.

Asked about his favorite Romanian word, he smiles: “Mulțumesc” — “Thank you.”

At school celebrations, he recites poems by Mihai Eminescu, showing not only linguistic progress but also a desire to connect with the culture of his host country.
  „Codrule cu râuri line,           (Forest with gentle rivers)
  Vreme trece, vreme vine,    (Time passes, time comes)
  Tu din tânăr precum ești     (You, as young as you are)
  Tot mereu întinerește.”        (Always rejuvenate)

School - a space of normality

Four years after the start of the war in Ukraine, for thousands of refugee children, schools in Moldova have become spaces of normality.

Currently, 4,323 refugee children of school age live in the Republic of Moldova. Of these, 2,530 are enrolled in educational institutions, while others continue studying online according to the Ukrainian curriculum, either in EduTech laboratories or from home. At “Alexandr Pushkin” Lyceum in Soroca, 22 refugee students are enrolled.

Platon’s story shows that when schools offer support, trust, and real opportunities for participation, children affected by crisis do more than adapt — they succeed, contribute, and become active members of their communities.

The activities described are part of UNICEF's project "Empowering children, parents, teachers, and communities to promote inclusive education in the Republic of Moldova," implemented by CCF Moldova in partnership with the Ministry of Education and Research and the Republican Center for Psychopedagogical Assistance. The project is part of the national campaign "Learning Together" and is financially supported by the UK Government through the Department for Foreign, Commonwealth and Development Affairs.