Mihail’s story from Soroca

On an ordinary morning at the „Alexandr Pushkin” Theoretical Lyceum in Soroca, the classroom is filled with children’s voices and open notebooks on the desks. Among the pupils who confidently raise their hands to answer the teacher’s questions is Mihail Șerban, attentive and focused. For him, school is not only a place where he learns new lessons, but also a space where he feels encouraged, supported, and part of a community. 

„I like school! Here I learn, I have friends, and I discover new and interesting things. If I do not understand something, my teacher, Ms. Elina, explains it to me and helps me”, says Mihail, a third-grade pupil. 

Mihail is 11 years old and is the fourth child in a Roma family with six children. For the Roma community in the Republic of Moldova, access to education still remains a challenge. Factors such as poverty, lack of information, stereotypes, or previous experiences of discrimination can influence families’ decisions to send their children to school or to continue their education. However, when children and parents receive the right support from the school and the community, more and more children can attend classes regularly and continue their studies.

At school, Mihail is known for his engagement and perseverance. For three years, he has achieved very good results and actively participates in lessons and classroom activities. He enjoys mathematics, the Russian language, and physical education, and his classmates describe him as friendly and always ready to help.

Mihail’s story shows how important it is for every child, regardless of their ethnicity or the language they speak, to be supported in a safe and inclusive educational environment where they feel encouraged to learn. 

According to data from the Ministry of Education and Research, in September 2025, 2,029 Roma children (1,026 boys and 1,003 girls) were enrolled in general education institutions, compared to 1,687 in the previous year. This increase reflects the joint efforts of schools, families, and development partners to promote inclusive education and reduce the barriers faced by children from vulnerable communities.

A classroom where every child matters

In Mihail’s class, children are encouraged to cooperate and support one another. Teachers promote respect, participation, and collaboration so that every pupil feels accepted and valued.

His teacher, Elina Davidenco, says that Mihail’s integration into the class happened naturally: „Mihail is an organized, attentive, and responsible child. He does his homework conscientiously and helps his classmates when they need it. He is a positive example for the class”, she says. 

Such an environment helps children build confidence in their own abilities and strengthens positive relationships among classmates, essential elements for the well-being and academic success of every child.

The partnership between family and school

Mihail’s mother, Irina Șerban, says that education is a priority for the family:

„I did not have the opportunity to study, but I am proud of him. Every morning, he gets ready for school by himself and helps his younger sister. I want him to continue his studies and have a profession. I would like Mihail’s story to be an example for other parents and children from the Roma community who sometimes are afraid or do not believe in the importance of education”.

The support of the family, together with the involvement of teachers, helps Mihail develop his autonomy and confidence in his own abilities. 

Inclusive education - an important step toward respecting children’s rights

UNICEF supports the development of inclusive educational environments in which every child has equal access to quality education. Together with CCF Moldova and in partnership with the Ministry of Education and Research and the Republican Centre for Psycho-Pedagogical Assistance, UNICEF is implementing activities to promote inclusive education in 27 educational institutions in nine districts of the Republic of Moldova, with the financial support of the Government of the United Kingdom, through the Foreign, Commonwealth & Development Office. 

In these schools:

• parents take part in information and counselling sessions; 

• teachers benefit from training and mentoring; 

• educational practices are promoted that support the participation of children with disabilities and special educational needs, refugee children, and children from ethnic minorities.  

These actions contribute to creating school communities where children feel safe, respected, and supported in reaching their full potential through education adapted to each child’s needs. 

Liliana Rotaru, President of CCF Moldova, underlines that ,,every child has the right to support, trust, and opportunities to discover their potential. When the school and the family work together and place the child at the centre, children gain confidence and can build their own path”. 

„Every child has the right to quality education in a safe and inclusive environment. When the school, the family, and the community work together, children receive the support they need to learn, grow, and build their future”, emphasized Galina Bulat, Education Specialist, UNICEF. 

Through its social and behaviour change programmes, UNICEF supports the strengthening of the partnership between school and family, so that every child is supported to participate, learn, and develop their potential in a safe and inclusive educational environment. 

Confidence in the future

For Mihail, school is the place where dreams begin to take shape. ,,If I do not manage to become a football player, I want to be a police officer”, he says seriously.

His journey shows that when children receive support at the right moment, they can learn, fully participate in school life, build plans for the future, and positively influence the community they belong to.

Inclusion in education means that every child is seen, heard, and supported, so that they have the chance to discover their potential.