School plays an important role in ensuring fair and inclusive conditions for all pupils. An important part of this is the relationship between teachers and pupils, which can have a significant impact on a child’s well-being, integration into the school environment, and academic achievement. Laura Kovač, a young Roma woman from Slovenia, addressed these issues in her master’s thesis, where she conducted research among Roma pupils and their mothers under the supervision of two professors. She focused on how they experience their relationships with teachers and how these influence their school experience.
What does the research say?
The research was conducted on a sample of 20 Roma pupils and 20 mothers. Using semi-structured interviews, the researchers gathered opinions on how pupils and their mothers experience their relationships with teachers, their teaching, and their assessment of knowledge.
Most pupils described their teachers as friendly, helpful, and understanding. They emphasized that teachers explain the subject matter well and often protect them from possible prejudice from other children. Some pupils pointed out that not all teachers are as friendly, although this is not necessarily related to their Roma ethnicity, but rather to the behaviour of the pupils. In general, pupils felt that teachers treat them fairly, especially if they make an effort and follow the rules in class.
Mothers also rated their relationships with teachers positively. They described them as friendly, approachable, and willing to help. Particularly in the Dolenjska region, they praised teachers who visited families at home during the pandemic and brought them learning materials. Although some mothers highlighted cases of unequal treatment, particularly in the assessment of knowledge or the resolution of conflicts with majority pupils, most of these cases were not directly related to the children’s ethnic origin.
Challenges highlighted
Although the results of the study are encouraging, we must not overlook some less pleasant experiences. Some pupils and mothers reported cases of discrimination and unfair assessment, where teachers gave Roma pupils lower grades for the same knowledge or gave them easier tasks. Such practices lead to lower expectations of Roma pupils and prevent them from having the same opportunities for success as their peers.
The authors of the study emphasized that raising awareness and providing additional training for teachers are key to better integrating Roma students into the Slovenian school system. They believe that it would be useful to include more content related to Roma culture, the specific characteristics of Roma communities, and methods of working in multicultural environments in the training programs for future teachers. They also emphasize the importance of developing social and intercultural competencies among teaching staff, as only teachers who understand the specificities of different cultural backgrounds can effectively create a supportive and safe learning environment for all children.
Conclusion
The research shows that many Roma pupils in Slovenia have good experiences with teachers and that the majority of teachers strive to establish supportive and fair relationships. However, individual cases of unequal treatment still exist and require more attention and action. It is important to highlight positive examples of inclusion while remaining alert to the obstacles that may prevent Roma pupils from achieving equal inclusion and progress in the school system.
