site.btaTeach for Bulgaria Highlights Successful Practices in Schools with High Numbers of Vulnerable Students

Successful practices in schools with a high concentration of students from vulnerable groups were presented Tuesday by the Teach for Bulgaria Foundation. A study of these practices was done in partnership with the Institute of Education with the Education Ministry, Teaching for Bulgaria announced. According to Trayan Trayanov, Executive Director of Teach for Bulgaria, the schools included in the study are significant examples of meaningful change in the system. "For our team at Teach for Bulgaria, these schools are the real top performers in the education system. Principals, teachers, and mediators there work under difficult conditions, but with dedication and intelligent approaches, they change the life chances of their students," he added.

The research focused on schools operating under challenging conditions but playing a key role in the educational progress of children. The analysis was based on national external assessment data for seventh-grade students at the school level, as well as field research in six schools, which included interviews with principals, teachers, and educational mediators, and classroom observations.

"It's easier to be a top student if you have a calm home environment, structured support from your parents, help with homework, and access to private tutoring when needed. It is harder to excel when these conditions are not present. In those cases, the teacher, their approach and attitude are decisive for how much a child will learn," said Trayanov.

Petya Petrova, Director of the Education Ministry Directorate for Assessment in Pre-School and School Education, said the research is particularly valuable because it allows educators not only to see the data but also to understand the practices and approaches behind the success of schools operating in complex social environments.

Researchers Ivan Shopov and Stefan Lazarov of Teach for Bulgaria presented the methodology and main findings of the study.

Discussions also included teachers, school principals, and representatives of the regional education authorities, who shared practices for achieving success with students in vulnerable situations.