The Roma community remains one of the most socially vulnerable groups in Ukraine. From an early age, many Roma children face barriers in accessing education. In some cases, they are not admitted to mainstream kindergartens or schools and are instead directed to separate institutions attended exclusively by Roma children. Experts note that this problem is particularly acute in Zakarpattia region.
Despite the existence of a state strategy aimed at integrating the Roma national minority into public life, the protection of Roma children’s educational rights remains a complex and systemic challenge.
The scale of segregation and its consequences for children were described by education and human rights experts – researcher Olena Fidkevych and civil society activist Rada Kalandia, as reported by ZMINA.
In 2025, the regional office of the Ukrainian Parliament Commissioner for Human Rights in Zakarpattia conducted a series of monitoring visits to communities with Roma populations. The findings showed that rights violations are not isolated incidents but systemic in nature.
The problems affect key areas of life — education, healthcare, social protection, housing conditions, documentation, and employment.
The education sector is particularly alarming. Monitoring data indicate that up to 90% of preschool-aged children from Roma families do not attend kindergartens. Schools report cases of chronic absenteeism and segregation, effectively isolating children from a полноценный educational process.
During public discussions on the implementation plan of the Roma Strategy, civil society organizations stressed that the document lacks clear mechanisms to eliminate segregation. Valentyna Zolotarenko, a representative of the Roma mediators’ network, emphasized the need for concrete tools — from preschool preparation centers to support for low-income families and the introduction of teacher assistants.
According to official data from the Zakarpattia Regional Military Administration, more than 10,500 Roma children attend schools in the region, while only about 300 Roma preschoolers are enrolled in kindergartens.
Monitoring conducted within a Council of Europe project in Mukachevo, Uzhhorod, and Pidvynohradiv identified three main types of schools attended by Roma children.
First group — segregated schools attended exclusively by Roma children. These institutions are typically located near компактного Roma settlements. Some community representatives consider them necessary, as teachers better understand the social and cultural background of the students. At the same time, concerns remain that Roma children may face bullying or discrimination in integrated schools.
Second group — mainstream schools with strong academic standards, where Roma children study alongside students of other nationalities. This format enables them to continue their education and pursue higher studies.
Third model — preparatory primary classes operating near compact settlements. These classes enroll children who lack basic reading and writing skills or did not attend preschool. After an adaptation period, students transition into integrated secondary classes.
One of the key barriers to education is the lack of documentation. In some families, birth certificates and other official documents are obtained only when children are eight or nine years old — sometimes even later. As a result, children begin schooling significantly behind schedule.
In some cases, several children of different ages are enrolled in school simultaneously. A single classroom may include both seven- and thirteen-year-olds. Despite these challenges, experts highlight that Roma children often demonstrate strong creative abilities, talent in music and sports, and high emotional sensitivity. However, teachers need additional skills and resources to effectively support such mixed-age groups.
Early marriages also affect school completion rates. In some communities, boys and girls marry at 12–13 years old, and families may not see the need to continue formal education once children acquire basic literacy skills. As a result, not all students reach the 9th grade.
Gender inequality is another concern. In certain communities, girls are less likely to attend school, while boys continue their education. In other schools, however, girls and boys study together.
The poor physical condition of some school buildings further undermines educational quality. Issues include lack of proper heating, inadequate furniture, limited sports facilities, shortages of textbooks, and insufficient computer equipment. Monitoring visits also identified cases where students were not provided with meals or adequate learning materials.
Charitable foundations and civil society organizations partially address these gaps by organizing preparatory courses and supplying educational materials.
There is also an ongoing need to introduce courses on Roma history and culture. Although a “Romology” curriculum has been developed, it is rarely implemented in practice. There is a shortage of Roma teachers and insufficient methodological resources for teaching the Roma language.
Educational challenges cannot be viewed in isolation — they are closely linked to poverty and social exclusion affecting Roma communities.
Rada Kalandia, a Roma mediator working in Zakarpattia, notes that experiences vary across regions of Ukraine. In some cities, Roma families were successfully integrated into local communities, with access to education, employment, and entrepreneurship opportunities.
In Zakarpattia, however, the situation is more difficult. In Mukachevo, where a large Roma community resides, some individuals lack official documents or even basic personal data such as their exact date of birth. Without documentation, access to social services and education is severely limited.
A preschool preparation initiative was launched to support children from the most vulnerable families. More than 300 people participated, including around 150 parents and children aged 4 to 13. Some of these children had never previously attended school.
Segregated schools remain another concern, particularly where instruction is conducted in a minority language while children lack proficiency in both Ukrainian and the Roma language. Parents attempting to enroll their children in other schools sometimes face refusals or informal barriers.
Similar challenges arise when applying for internally displaced person (IDP) status or social benefits. Experiences of discrimination contribute to distrust toward public institutions.
Social exclusion has long-term consequences: limited access to education reduces employment opportunities. Some individuals seek seasonal work abroad or accept low-paid labor due to lack of alternatives.
Experts emphasize that overcoming segregation requires комплексних measures.
Key steps include:
Investment in teacher training and intercultural competence programs is also essential. Relevant measures are included in roadmaps aimed at improving the quality of education for national minorities.
Civil society representatives also advocate for stronger accountability mechanisms to combat discrimination and better coordination between Roma organizations and state institutions. Effective representation of the Roma community at the national level could contribute to sustainable solutions in both education and employment.
The integration of the Roma national minority is part of Ukraine’s commitments within the European integration framework. These obligations are reflected in negotiation documents and roadmaps related to EU accession.
Ukraine has adopted a Strategy for Promoting the Rights and Opportunities of Persons Belonging to the Roma National Minority until 2030. The strategy aligns with European frameworks on equality, inclusion, and participation of Roma communities.
Implementation plans for the coming years are currently being developed. Their effectiveness will depend on concrete instruments, sufficient funding, and political will to ensure equal access to education and other fundamental rights for all citizens.
This publication is based on an article by Olha Madzhumdar, published on ZMINA. The material is used with reference to the original source and presented in an editorial adaptation.
Source: https://zmina.info/articles/u-vas-ye-svoyi-shkoly-yak-romski-dity-stykayutsya-iz-segregacziyeyu-v-osviti-ta-yak-cze-podolaty/
