specific needs of children and elderly left behind as a ... - IOM Moldova

CHAPTER I
turn” (FG_EC_rural) and those who are frequently concerned about their
child’s school life: “There were only three parents who called me this year,
one called from Russia, the other two – from Italy, they called only once”
(FG_EC_rural); “When the mother came back her child already had a behavioural
problem and she never came to school to talk to me, at least to ask
what her child was doing. He is a 12 th grade pupil now and he has to take
Bachelor exams but he has difficulties and she doesn’t even want to know”
(FG_EC_urban).
When migrant parents are abroad, teachers have to work closely with the
guardian or the person who takes care of the child. Their intervention in
a child’s educational life depends a lot on their educational and cultural
levels: “I met a guardian who was even more informed than the parents, but
also another guardian who was constantly drunk” (FG_EC_urban).
BOX 14
Case study. Model of communication of a class
teacher and migrant parents (physics teacher and
deputy principal of primary classes, experience–21
years)
“Some parents who are abroad still keep in touch with the class teachers. For
instance, I receive calls from them whenever they have the possibility to call,
not from everybody, but the ones who are interested, the ones who send their
child to high school and want to take him/her to university. They call me and
ask about their results. They ask me to show them their children’s marks and
I do it. Their mothers cry when the results are bad and it is difficult for them as
they are away and suffer. When her child is hurt a mother feels it and vice versa.
I tell them: “If I hear you crying then I’ll have to lie to you! If you want me to tell
you everything the way it is then you’ll have to accept things the way they are…”
If parents have education they apply good tactics and send them things. I tell
them: “Remunerate your children for their success, if you want something from
them then tell them! You want them to have good marks and he/she wants a
PC? Let the child show you their marks at the end of the semester and if you are
satisfied then buy them one, if you’re not – postpone the purchase”.
Teachers, especially class teachers, highlight the fact that they are also the
pupil’s adviser observing the child’s behaviour: “teachers are good advisors”
(FG_C_2_rural). The study indicates that some teachers are receptive to
the impediments children have, providing support and understanding: “…
Maybe sometimes teachers who know that a certain child has no support at
home, I mean no parents, try to get closer to the child, to talk more to them, to
see if there are any problems and help the child solve them”; “If we have any
problems at school we can talk to a certain teacher to help us” (FG_C_2_rural).
The confidence in teachers in a friendly school environment helps children
left behind to integrate in the school group and to successfully continue their
education: “I feel that I understood the topic while at school, but when I’m
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