Lifelong Learning Programme

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Success Stories

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High Secondary School
Integration of immigrants students
We were not the first parents who were divorced. We were sure that K. would understand this situation. We waited him to pass exam for high school. It was the same day that he entered a high school in Istanbul and we told him her that we were divorced. K. wasn’t happy like in the past and her eagerness to study her lessons began to lessen day by day. I thought that this was because of her longing for her mother. So, she needed to time to overcome this situation. After a while, she didn’t change. On the contrary, she was still silent and obstructed. I told her all the time to talk her mother and I was supporting her with spiritual and material. I was asking questions her about school all the time to show concern for her and understand her. But I didn’t understand why she didn’t want to answer. I contacted with headmaster. I was curious about whether this situation affect her lessons and she orientated school or not. The headmaster told me that K. said her was ill and she was always in bed. Also she said as her father work, she was looking after her mother. Therefore she couldn’t go to the school and do her homework regularly. But all of these were lie. I understood why she was so silent and withdrawn. She was missing her mother and she accused me and her school for this.
While K. was in this situation, I contacted guidance service all the time to make her like the school. By arranging meeting with her friend for her whose parents were divorced, we tried to tell that she wasn’t alone in that case. K. began to understand we didn’t divorce because of her. But I thought it wasn’t enough. I took K. to Guidance and Research Center. She started to have meeting psychologist in a regular way. But it didn’t provide her to go to school eagerly. One of the main problems was her mother’s distance. I contacted with my wife and told her that we had to have psychologist support as parents. Otherwise my care for K. would make her bored and move her away from me. Communication between school and me and support of psychologist started to have an effect on K. K. started to go to school eagerly and take place in social activities, too. K. didn’t think anymore that her friends were guilty for what she lived. K was starting to orientate to school.
If father didn’t care for K. and wasn’t understanding and patient to her, everything could be worse. K. who didn’t know what to do, could do wrong things. Because, by telling lies, she affected her teachers and friends. By realizing this, her father communicated with teachers regularly.

Father thought that school atmosphere is genuine and school, families, people in the environment and Guidance and Research Centre was working in a harmony. Headmaster and teachers listened to father patiently. They solved the problems all together. As school and family worked in a cooperative way, K. changed in a good way.
Not only school-family cooperation but also psychologist support have an effect on this story’s success. Guidance and Research Center and school cooperation have also an effect on students and parents. One of the most important parts of this cooperation is that Guidance and Research Center communicate with school guidance service all the time and headmasters follow these situations carefully. This continual communication between them is effective for students to go to school regularly.

20 December 2014

Final Partners’ meeting

The fourth partners’ meeting took place in Florence (IT) on 15 December 2014. The meeting had the objective to check the activities carried out since the third meeting of the project and share and assess the in progress results. A special focus has been dedicated to the presentation of the strategies to solve the case scenarios.