The big distance is not a reason for Vasile to give up on school

Vasile¹ (For privacy reasons, the names of all personages were changed) is another child, who turned back home after years of institutionalization … he also had to stay away from his family because … “he was a special child” and because 8 years ago in the general school of his community didn’t exist the proper conditions to assist children like Vasile.

His mother says that the problems began when he started first grade.

“Vasile was enrolled in the local school eight years ago, but after more than half a year he could no longer attend, because he was frequently pushed around by other children and none of the teachers gave him the attention he needed.”

In addition to his classmates’ unkind behavior, Vasile also faced health issues, and his mother was called to the school almost every day. After countless visits and persistent pressure from teachers who strongly insisted that Vasile did not belong in the community school, his parents gave in and made, against their will, the most difficult decision: to enroll him in a special school.

For seven years, the auxiliary boarding school in the town of Nisporeni became Vasile’s home — a place about which he says that “everyone there was the same,” yet he still prefers not to speak much about that period.

The experience of institutionalization left its mark on his development. Now a well-built teenager, Vasile remains withdrawn and insecure.

This was also confirmed by Mrs. Elena, a support teacher at the school’s Resource Center.

“Vasile returned a bit more timid and lacking confidence. At first, he was afraid that his classmates would not accept him. However, as he is naturally sociable, we can already see positive changes.”

Mrs. Elena works with children with special educational needs at the school. She told us that, compared to other students with special needs, Vasile performs better academically.

He is now in the ninth grade. He attends the regular school curriculum as well as a special support program at the Resource Center. This program is adapted to his abilities and helps him recover material that he did not study while at the boarding school. Since attending the center, Vasile has learned how to use a computer. He is happy that he can now access additional information for his homework and benefit from an accessible and interactive source of learning.

“Vasile is a diligent and active student; he enjoys being in the spotlight. Here, he is encouraged both by classmates and teachers. I am glad that he is making an effort — he has the will to learn and to prepare. He is persistent, always asks questions, and admits when he does not know something. He reads letter by letter, syllable by syllable, and he manages mathematics as well. We cannot have very high expectations of these children, because they have different abilities. Still, in Vasile’s case, I believe he is doing quite well.”

Other teachers share this view, describing Vasile as perseverant and communicative — qualities that have greatly supported his integration into his new class and community.

For his part, Vasile speaks openly about his class. He likes school. He sits in the front row. He feels comfortable among his 19 classmates and knows he can rely on their help whenever he needs it.

Much of Vasile’s progress is due to his mother. She is actively involved in his education, supports him with homework, and ensures that his relationship with his two brothers is not affected by the years he spent away from home.

The youngest brother attends kindergarten, and Vasile brings him home in the evenings. Since returning to his family, Vasile has taken on the role of the older brother, as his elder sibling has been serving in the military for the past four months.

Vasile happily shared that when his brother returns from the army, they will share the newly renovated room — a renovation in which he also took part.

The family lives in a remote area with no public transportation. Because of Vasile’s health issues, walking is particularly difficult, especially during the cold season. To get to school, he must walk 45–50 minutes each way, yet this does not prevent him from attending classes.

Vasile’s family received financial support of 7,000 lei from PPFC — funds that were extremely helpful in building a stove and renovating and furnishing the room where the teenager will live.

This support contributed to strengthening the family, which is doing everything possible to ensure that their children have the conditions necessary for healthy development.

Proiectele care se referă la acest reportaj
01.01.2014 — 01.06.2018
Parteneriate pentru fiecare copil implementează proiectul “Familie puternică pentru fiecare copil” cu susţinerea financiară a Agenţiei Statelor Unite pentru Dezvoltarea Internaţională (USAID), care va dura pînă în iunie 2017 şi are scopul de a îmbunătăţi siguranţa, bunăstarea şi dezvoltarea copiilor în situaţie de risc şi a celor lipsiţi de îngrijire familială adecvată în Republica Moldova.