This article is a contribution from KHC – Know How Center, Serbian partner of the project ACADE_ME – Accelerating Capabilities against Anti-gypsyism and Discriminations in Education.
Emergencies—whether pandemics, natural disasters, or social crises—hit the education system hard. Those who suffer the most are already vulnerable groups, such as the Roma community, for whom obstacles and inequalities in accessing education become even more severe.
Closed schools, interruptions in educational continuity, and the loss of a safe and protective environment are consequences that exacerbate pre-existing inequalities.
Climate Emergencies and Inequalities in Serbia
In Serbia, climate change—floods, heatwaves, droughts, pollution—leads to higher school absenteeism, temporary closures, and health risks for children. Those most affected are children living in poverty and marginalized settlements.
Other crisis circumstances (such as transport disruptions, safety issues, or lack of public services) make school attendance even more difficult. When education shifts online or takes improvised forms, the obstacles faced by Roma students become almost insurmountable.
Patterns That Repeat in Every Crisis
In any type of emergency, similar effects can be observed:
- interruption or reduction of teaching;
- worsening health and safety risks (heat, floods, pollution);
- suspension of essential school services (meals, psychological support, safe spaces);
- an ever-widening digital divide, due to lack of devices and Internet connection;
- growing poverty that reduces time available for study.
The Lesson of the COVID-19 Pandemic
This major health crisis clearly demonstrated how quickly educational inequalities can widen: children without digital tools or stable Internet connections were excluded from the system, and families already struggling financially lacked the means to support their children. The result: increased risk of early school leaving and dropout.
The Institutional Response
Institutional response makes the difference, because only through targeted and coordinated strategies is it possible to reduce the effects of emergencies on education. Crucial measures include:
- continuity plans for learning;
- clear and timely communication with students and families;
- concrete digital and social support measures;
- adequate funding and strong coordination among the different sectors involved.
When these tools are missing, Roma children find themselves almost completely excluded: without devices, Internet, study spaces, or an adult to accompany them in their educational journey.
School as a Safe Space
Beyond learning, school represents socialization, protection, meals, and daily care.
In times of crisis, the loss of this reference point weighs even more heavily on vulnerable students. The effects are long-term and difficult to recover from, even after returning to in-person classes.
Toward a More Resilient and Inclusive System
The lessons learned highlight the need to build an education system capable of withstanding crises. How?
- by providing digital devices and adequate support;
- by developing alternative teaching models;
- by ensuring equal learning opportunities, especially for Roma children.
Investing in inclusive policies means not only protecting the right to education for the most vulnerable but also strengthening society as a whole, making it fairer and more supportive in the face of challenges.
This educational article is part of the project ACADE_ME – Accelerating Capabilities against Anti-gypsyism and Discriminations in Education, which addresses the persistent failure of social inclusion processes for Roma people. It places education, awareness-raising, and the dissemination of positive models at the forefront of the fight against antigypsyism, discrimination, and the obstacles to the empowerment of Roma communities.
