The "Parents" Association is calling on the Ministry of Education and Science (MES) to include not only principals and teachers, but also students and parents in the dialogue regarding new disciplinary measures, proposing instead the creation of an environment based on trust and clear boundaries rather than just rules and sanctions. In an official position, the organization emphasizes that sustainable change in the school environment is achieved through support that helps children gradually take responsibility for their behavior.
At yesterday's briefing, Deputy Minister of Education and Science Dr. Tanya Pancheva presented a package of measures built on four main pillars. These are aimed at engaging children in school, developing their strengths and weaknesses, and taking supportive steps before imposing sanctions. According to the proposed model, the key directions are:
- better coordination between institutions;
- a personal development tracking map for the student;
- the presence of a personal development specialist in every school;
- a system of incentives, supportive and corrective measures, and sanctions.
The "Parents" Association stresses that a sanction should be a last resort, preceded by dialogue and work with the child and their family. In cases of problematic behavior, it is necessary to investigate the underlying causes—ranging from learning difficulties and emotional issues to peer conflicts, bullying, or family situations. In this way, support will be genuine rather than formal, ensuring that the same sanction is not applied to different problems.
Regarding the personal development map, the association warns that it must not turn into a "behavioral grade" or a label for the child. Tracking is only useful if it shows progress and areas requiring support, but this requires clear and uniform criteria for all schools. Regulations must be established in advance regarding who makes the assessment and on what basis, how the student and parent can express disagreement, who has access to the information, how long it is stored, and whether it can influence future education. It is vital that subjective judgment does not become a permanent characteristic that follows a student for years.
Concerning the personal development specialist, the idea of a person who coordinates interaction between students, parents, and teachers deserves serious discussion, but they should not merely be an administrative function of a deputy principal. Clear professional standards, qualifications, specific training, and actual time for individual work are necessary. It must also be determined how this specialist will interact with the school psychologist, the pedagogical counselor, the class teacher, and other specialists.
Parents should be partners in the process, not just a party that is notified when a rule is broken. A mechanism for early communication is needed, along with opportunities for meetings and conflict mediation, as well as access to support when the family cannot resolve the issue alone. Responsibility for the school environment is shared between the institutions, the school, and the family; it cannot be shifted solely onto the parent or the child.
The new school discipline and student development tracking rules will also apply to schools in Burgas and the region.
It is proposed that the new system first be tested through a pilot implementation in schools of various types and sizes across different locations. Before starting, measurable indicators must be defined: a reduction in conflicts and violations, improved communication with parents, a decrease in absenteeism and dropout rates, children's sense of security, and the impact on teachers' work. The results of these tests should be made public and used for adjustments before the model is introduced at a national level.