A for acceptance, D for diversity: Moldovan schools learning the ABC of inclusion

Despite making steady progress in educational policy and technical and infrastructure capacity, Moldovan schools continue to face the challenge of building a truly inclusive environment for children with special educational needs. Deep-rooted public stigma often leaves children with intellectual or psychosocial disabilities on the margins of school life, excluded not just physically, but socially and emotionally. Using EU support via People in Need, the Moldovan NGO ‘Prietena Mea’ (My Friend) is addressing the roots of the problem, teaching children the language of acceptance and equality.

“We’ve been an inclusive school since 2010,” says Ala Calmatui, a teacher at Ion Pelivan Theoretical High School in Razeni. “Our students with special educational needs benefit from a resource centre and are assisted by support teachers, a psychologist, and a psychopedagogue,” she explains, adding, “inclusion isn’t only about services. It’s about mindset. Accepting and resonating with a person – that’s what is often missing.”

Bullying and subtle social exclusion – often unspoken, often unnoticed – still remain everyday realities for students with special educational needs in Moldova. Without a clear understanding of inclusion, even well-meaning peers can isolate those who are different. “Children are very curious, but as long as some words have no shape, no colour, no taste, they’re hard for them to understand,” says Diana Adamciuc, the NGO’s communication manager.  “If children do not understand certain concepts,” she insists, “they do not know how to recognise them in the behaviour of other people or in relation to themselves. We can’t talk about acceptance unless we know what it is.”

To bridge this gap, ‘Prietena Mea’ has created The Equality Alphabet – a vibrant story-driven book where each letter introduces a social value. “A stands for acceptance, D stands for diversity,” explains Diana. The book was developed by Ludmila Adamciuc, founder of the association and herself mother of a girl with Down’s syndrome. The story is narrated by Beatrice, a fictional character who also has Down’s syndrome and was inspired by Ludmila’s daughter, and who explains abstract concepts with clarity, making them relatable for all ages.

To help The Equality Alphabet reach as many children as possible, the NGO partnered with 15 inclusive schools with the highest number of children with special educational needs. But a simple donation of the book to every school library was not enough. To spark a real transformation, ‘Prietena Mea’ focused on empowering school students to become ‘Ambassadors of Acceptance’. “Those who speak the language of acceptance shouldn’t just be us – it should be young people, willing to tell stories and lead by example,” affirms Diana.  Through a series of sessions, 30 young leaders (two per school) and 15 teachers learned about challenging stereotypes and discrimination, practices of inclusive education and social empathy, public speaking and campaign planning.

These efforts kicked off 45 core initiatives across the target schools. From vox populi interviews with local residents about inclusion, to peer-led lessons built around the ‘ABC of Equality’, students stepped into leadership roles – sharing stories, inspiring discussions and promoting inclusive behaviour.  

The 15 school teams also successfully organised and implemented local campaigns to mark International Down’s Syndrome Awareness Day (21 March) reaching over 9,000 people through a wide range of creative school and community-based formats, including flashmobs, poster contests, concerts and open lessons. “We carried out our campaign between 18 March and 18 April 2025,” says Ambassador of Acceptance Madalina Iovu (15), who is also the student council president at Ion Pelivan Theoretical High School. “It had a strong impact on the school community. Many students eagerly asked whether similar activities – like wearing mismatched socks – would be organised again in the future.” Beyond the school walls, the campaign reached almost 1.5 million people through the NGO’s social media, reflecting growing public interest to the topic.

The impact extended beyond these events. Teachers observed an increase in empathy, cooperation and mutual respect among students, especially toward children with special educational needs. “Denis is a student with Down’s syndrome in my class,”  says Ala Calmatui, “and I witnessed a remarkable change in the attitudes of his classmates. I noticed how they started to include him in games during breaks, and he grew more confident.” Denis now feels comfortable approaching any of his peers, knowing he won’t be ignored.

Students themselves reflect on the emotional impact. “I enjoyed seeing how these children were finally seen for their value,”  says Olga Lungu (15), an active participant. “I saw their smiles, their characters, their empathy through all these activities – that is what I’ll remember most.”

The success of the NGO’s initiative has planted the seeds of a lasting change. In many schools, students and teachers continue organising inclusive events, with some showcasing their efforts during Education Week, an annual event organised by the Ministry of Education and Research, focused on shaping the future of Moldovan education. “What we’re most proud of,”  says Diana, the NGO’s communication manager, “is that after this eight-month initiative students stay motivated and involved. They want to participate next year. This is the greatest achievement.”

Thanks to EU support, what began as one mother’s undertaking has grown into a nationwide movement. Through books, campaigns and student-led action, Moldovan children are not only learning the language of acceptance, but they are gaining the confidence to speak it aloud.

Authors: Volha Prokharava, Aurelia Sarari  

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