Concerns about emerging challenges linked to the new education policy were raised by a community partner in September 2024. Through their work, this partner observed that the policy might have an impact on the teachers’ and administrators’ well-being and stress. They raised concerns about potential increases in social division and growing tension within schools and communities. 

In response, an exploratory study was initiated to capture the early impacts using narrative-based methods. These were completed primarily through dialogue sessions, both informal and formal, with those directly affected. These conversations helped surface lived experiences and offered a nuanced understanding of the policy’s initial outcomes.

You can read the English, Estonian, and Russian translations here.