We wanted, and in some ways succeeded, in making students, regardless of their nationality or background, more confident, curious, productive and, most importantly, self-initiative. This has resulted in a slight increase in the quality of lessons, which has reflected in higher and better results. At the same time, we want and encourage students to nurture their mother tongue, because knowing several languages is a virtue for everyone, both in terms of being able to communicate with their relatives, and in terms of being able to exercise it when they are building and shaping their future. We have been able to highlight interculturality in the school, in the local environment and in society at large: we have worked with different institutions, got to know each other, learned to respect and overcome prejudices, and thus overcome (unjustified) fears of the unknown. It is important that pupils have the same conditions to work and progress from the start, because only a sufficiently qualified teacher can give pupils all the help and support they need.
A large number of Roma students attend our school, and in the last few years we have recorded the increase of immigrant students in the local environment and their subsequent integration into our organization.These students come mainly from countries of former Yugoslavia, from parents of various professional structures and from various cultures. Due to the reduction of prejudices and consequently exclusion of vulnerable groups, we conducted training on the topic of inclusion of immigrant children in school environment. Our experiences have been and will be transferred into the domestic environment to stimulate the development of creative solutions for problems in our organization. It is not only the students who need help, but especially the parents, who have difficulty communicating with us due to their poor knowledge of Slovene language. At the same time we meet the parents of Roma children, who, together with their children, need a lot of motivation to be actively included into education. The parents mainly come from the environment where Romani is virtually a mother tongue, as many students speak Romani at home. At school they communicate in slovene, but additional problem is also infrequent attendance at classes.