There were three types of Successful Educational Actions (SEAs) implemented in different grades: 

  • In the preschool group, which consisted of nine to eleven of Bulgarian and Roma origin, Reading Buddies (RB) took place on a weekly basis with some occasional disruptions lasting between a week and a month. Eighth Grade students read classical fairy tales to the younger pupils under the guidance of a teacher who asked questions to test their understanding skills, explaining specific words, and inviting the younger children to discuss issues related to friendship, truth and lies, love and hate, good and evil.
  • Interactive Groups (IGs) were introduced in elementary school. However, it was rarely utilised as an approach due to a decline in student participation (from 20 to four students after December).
  • In Grades 9, 10, and 11 (7th and 8th grades were included at the end of the school year), Dialogical Literary Gatherings (DLGs) were introduced as a way to combine the mandatory school curriculum with classical literature. The classes were organised to revisit or introduce this literature in comparative perspective.

Impact and successes

Reading Buddies: The teacher noticed an improvement in the reading comprehension and listening skills of the younger children. Furthermore, this led to an increased sense of achievement as they felt proud of their ability to answer questions. This tool was helpful for high school students who struggle with reading in front of others. Some of them overcame their stage fright partially and felt useful and helpful to others.

Dialogical Literary Gatherings: During one of the classes, the discussion went beyond the literary value of the classics and touched upon the similarities between Afghan and Bulgarian cultures. This helped the students gain a deeper appreciation for human values that are shared across different cultures. The practice also helped them to express their thoughts more confidently, even when they had to step out of the mandatory structure of the classes and go beyond simply reading and repeating the material.

Lessons, learning and recommendations

One of the biggest challenges faced was ensuring attendance from all students, including Bulgarian, Roma, migrant, and refugee. There were multiple delays in implementation caused by a low number of students. Improving the Bulgarian language proficiency of foreign students is crucial. Additionally, a more inclusive approach that involves parents in the educational process is necessary.


  1. Христова, М. 2023. Диалогичното литературно четене в клас: нови подходи към образованието. Академичен бюлетин. [Hristova, M. 2023.Dialogic literary reading in class: new approaches to education. Refugees today and tomorrow: Academic Bulletin] (forthcoming).