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Description
In the context of poor access to culture in some rural areas in Romania, education is not a priority due to stagnant mentalities. On the other hand, at national level, the discrimination of children and young people with special needs, coming from Roma or other disadvantaged social situations, leads to their social and educational exclusion, diminishing their chances for the future.
The project IMPACT - Inclusion and motivation by arts of children and young people”, acts in two directions: On the one hand, it creates IMPACT on 350 children and young people with special needs or at risk of school dropout, of predominantly rural environments, on their emotional, personal and social development, motivating them through arts workshops and psychological support, for school and life, and on the other hand, the project creates IMPACT at community and national level by encouraging culture, education, social inclusion, changing the discriminatory mentality against children with special needs, coming from Roma families or other disadvantaged social conditions by creating an Awareness Campaign through 7 painting and photo Expositions and a Community Film created with participation of young people, promoting to the national level the Human Rights and social Inclusion.
The scope of the project is to support and to promote inclusive education for young people, including children at risk of school dropout and young people with special educational needs, through the arts.
The project is created in a bilateral partnership between ZAN ART Arts and Spirituality Association, Bucharest, Romania and TERRAM PACIS, Oslo, Norway, a partnership created by Bilateral Relations.
Summary of project results
The project addressed the urgent need to support children at risk of school dropout and those with special educational needs (SEN) in rural and disadvantaged communities across Romania. Many of these children faced barriers to education due to extreme poverty, parental migration, discrimination, and a lack of tailored educational support. The dropout rate in Romania had been rising, particularly in rural areas, where it was 1.5 times higher than in urban regions. Children from Roma communities and those with SEN were particularly vulnerable due to cultural traditions, social exclusion, and a lack of appropriate school resources.
The project focused on 730 children from Jibert (Brașov), Rucăr and Domnești (Argeș), Dragomirești (Dâmbovița), Dumbrava (Prahova), Țepu (Galați), Dobromir (Constanța), and Breaza (Prahova). These children faced multiple challenges, including a lack of motivation to attend school, inadequate psychological and emotional support, and frequent exposure to discrimination and bullying. Schools often lacked trained professionals, with some institutions having only one counselor for over 1,000 students. Many children, feeling unaccepted or struggling academically, abandoned school, limiting their future opportunities.
The project aimed to increase students'' motivation for education by integrating them into creative activities such as theater, painting, dance, photography, and film. Through these activities, 158 children with SEN and 572 children at risk of dropout were encouraged to explore their talents and build self-confidence. The project also provided psychological and motivational support for children and parents, developed educational materials, and created an online support platform for those without access to psychological services.
Additionally, the initiative organized art exhibitions and a community film to showcase the children’s talents, educate local communities about inclusion, and challenge stereotypes. These events promoted respect for human rights and demonstrated the potential of all children, regardless of background. The project also facilitated exchanges with organizations in Norway, training teachers and social workers on inclusive education and human rights.
While structural challenges in education persisted, the project created a sustainable model for engaging at-risk children through creative expression, improving their self-esteem, and fostering community inclusion. It provided educators and social workers with the tools needed to support vulnerable students and helped shift attitudes within local communities, contributing to long-term educational and social change.
The project implemented various activities to support children at risk of dropping out and those with special educational needs (SEN) through artistic and psychological interventions. It provided direct support to 572 children and young people at risk of early school leaving and 158 children with SEN, exceeding the initial targets.
The artistic workshops included theater, painting, dance, photography, film, and forum theater, adapted to the specific needs of each community. A total of 40 artistic workshops were organized, along with 10 final evaluation sessions. These activities encouraged children to express themselves, develop creativity, and build confidence. Participants reported feeling more engaged in learning and social activities.
Psychological and motivational support played a crucial role in the project. A total of 25 group counseling sessions were organized, including 12 for children, 12 for children and parents together, and one dedicated solely to parents. These sessions helped children overcome emotional and social challenges, improving their resilience and self-esteem.
Four public exhibitions of paintings and photographs created by the children were organized in Tepu, Dobromir, Jibert, and Dumbrava. These events showcased their talents and promoted social inclusion, raising awareness in local communities about the potential of vulnerable children.
A community film was produced, documenting the experiences of children through interviews and dramatized stories. The film was used as an educational tool in the campaign for inclusive education and human rights, reaching audiences in Arad, Cluj, Iași, and Craiova.
International collaboration enriched the project’s impact. A study visit to Oslo was organized for 29 participants, including educators and social workers, in partnership with the European Wergeland Centre. The visit included training on inclusive education and visits to institutions such as Kulturtanken and Sandvika School, offering exposure to best practices in Norway. An online seminar on inclusive education and human rights was also conducted, reaching 142 participants from across Romania.
The project contributed to improving the skills of 273 teachers and education professionals, far exceeding the initial target of 30. They received specialized training on working with at-risk students, strengthening their ability to foster an inclusive learning environment.
Parental involvement was another key component, with 214 parents of at-risk children and 88 parents of children with SEN participating in support sessions. They gained a better understanding of their role in their children’s education and learned strategies to support them emotionally and academically.
The project successfully created an inclusive educational environment, promoting creative expression, psychological well-being, and community awareness. While structural challenges in education persist, the initiatives implemented provided valuable tools and methodologies for continued efforts in supporting vulnerable students.
The project had a significant long-term impact on students, teachers, and parents by improving access to education, supporting inclusive learning, and strengthening community involvement. It addressed the challenges of school dropout and the exclusion of children with special educational needs (SEN) by providing direct support, training, and awareness activities.
A total of 572 children at risk of early school leaving and 158 children with SEN received support, exceeding the planned targets of 245 and 105, respectively. Before the project, many of these children lacked motivation, faced discrimination, and struggled with school performance. The artistic workshops, including theater, painting, dance, and film, helped them express themselves, build confidence, and develop social and emotional skills. Teachers observed positive changes in students'' engagement, creativity, and interaction with their peers.
The project also improved psychological support for vulnerable children and families. A total of 214 parents of at-risk children and 88 parents of children with SEN participated in counseling and educational sessions. Before the project, many parents did not know how to support their children’s learning. After the training, they showed greater involvement in their children''s education and a better understanding of the importance of school attendance.
A major achievement was the training of 273 teachers and education professionals, far exceeding the initial target of 30. Before the project, most teachers lacked the tools to work effectively with children at risk of school dropout or with SEN. The training provided them with inclusive education strategies, enabling them to create a more supportive learning environment.
The international collaboration strengthened the project''s impact. A study visit to Oslo allowed 29 Romanian participants to learn about inclusive education practices in Norway. They visited institutions such as Kulturtanken and Sandvika School, gaining valuable insights. An online seminar on inclusive education and human rights reached 142 education professionals, further expanding the project''s influence.
Although systemic challenges in education remain, the project created lasting improvements in student motivation, teacher preparedness, and parental engagement. The methodologies developed, such as the use of arts for inclusion, psychological support models, and community awareness campaigns, set the foundation for continued progress in reducing educational disparities. The partnerships established through the project are expected to continue, ensuring that the impact extends beyond its implementation period.
Summary of bilateral results
The bilateral cooperation strengthened the project by integrating expertise from donor states, enhancing the quality of inclusive education and professional training. The involvement of the Norwegian partner contributed to knowledge exchange, experience-sharing, and direct support for teachers, social workers, and education professionals.The project benefited from a study visit to Oslo, where Romanian participants, including teachers and specialists, learned about best practices in inclusive education. They visited institutions such as Kulturtanken, Sandvika School, and Romano Kher Cultural Center, gaining insights into Norway’s approach to education and social inclusion. This visit provided valuable exposure to innovative teaching methods and support strategies for vulnerable children.The Norwegian partner also facilitated an online training seminar on inclusive education and human rights. The session focused on strategies for creating inclusive classrooms and promoting equal opportunities for all students. The training equipped participants with practical tools to improve the learning environment for children at risk of school dropout and those with special educational needs.Although one of the initial donor state partners became inactive, a new collaboration was established with the European Wergeland Centre in Norway. This partnership ensured the continuity of planned activities and strengthened the project''s outcomes. The cooperation led to the development of methodologies and educational resources that will continue to be used after the project’s completion.Future joint initiatives may focus on teacher training, curriculum development, and new strategies for inclusive education. The exchange of best practices has created a strong foundation for sustainable cooperation, ensuring that the project’s impact extends beyond its implementation period.