What was the goal?
The goal of the project was to explore how to enhance the active participation of Roma students in the learning process when a large proportion of the class comes from a cultural context that does not prioritize the culture of school learning, and to reduce the negative impact that this attitude toward schooling may have on the class as a whole. The project sought to identify practical methods, actions, and approaches that could help address this challenge in secondary education.
How did the project proceed?
The project was carried out through bibliographic research and direct communication with the collaborating teacher who had raised the original question about managing this situation in the classroom.
What were the results?
The project found that educating Roma students presents significant challenges due to language barriers, social prejudices, and difficulties adapting to the school community. To improve their learning experience, differentiated teaching practices are required, including adapting content to students’ cultural experiences, using interactive tools and technology, and providing individualized support through reinforcement teaching. Building trusting relationships with students was highlighted as equally important, enabling them to feel accepted and understood in the school environment. School-family cooperation was identified as critical, as it can demonstrably enhance student participation and improve performance through actions that encourage parental involvement and help parents understand their children’s learning needs. Teacher training focused on intercultural approaches was also found to be necessary for effective teaching that includes all students regardless of cultural background. Finally, the project emphasized that establishing clear behavioral rules and promoting positive role models can contribute to the smoother integration of Roma students and the improvement of their school performance. The overall conclusion was that fully resolving such a complex issue requires direct cooperation among teachers, students, and families so that Roma children can achieve equal and meaningful participation in the classroom.