The study is based on qualitative fieldwork in Latvia, including focus groups and interviews with Ukrainian families in Riga, Ādaži, Bauska, and Ogre. It shows that formal access to school does not necessarily translate into a clear educational path: public data capture enrolment across different levels, but reveal little about how many students complete stages, continue studying, or remain in interrupted trajectories.
A particularly important turning point comes after Grade 9, when families must choose between general upper-secondary and vocational education. These decisions are often shaped not only by students’ interests, but also by income needs, available support, and the unresolved question of whether the future will be in Latvia, Ukraine, or somewhere else.
Read the full article at HROMADA network website