Our project idea is that though peer learning mentoring support, these students from marginalised groups would become more independent, self-directed learners, freeing the peer supporter (their advanced peer) to focus on course content and facilitation rather than continue with routine tasks, which may lead to their potential school drop-out. Our solution is to set up of 24 (while 15 were initially planned) peer learning mentoring schemes between advanced students and low-skilled Roma students and those with special needs to prevent potential school drop-out via digital tools, which led to successful peer support. This improved the digital competences, which are lower than any their student group (Media literacy coalition’s report 2022). In our model 32 teachers helped peer mentors on facilitating discussions about preparatory steps for particular educational subject and provision of on-going support during distance training by using ICT tools, which may facilitate peer support and the improvement of digital and presentational skills. The peer mentors in the course of 4 months answered questions and supported their mentees with homework preparation and they have build common vocational school projects.
The vocational school achievements of marginalised and low skilled students (i.e. Roma origin and those with special needs) are still a huge problem in Bulgaria. The onset of the COVID-19 pandemic and the shift to distance and digital learning that followed has placed unique pressure on these students and also badly impacted their families. Roma students and those with special educational needs and their parents have often been left to fend for themselves as they look for support services alongside in-person learning — even though those students are entitled to receive support services according to the legislative framework in school education — the parents feel uncomfortable that their children face a heightened risk of learning loss during periods of remote instruction, which can lead to potential school drop-out. Less-experienced and students with low-academic achievements frequently observe difficulties, especially in distance learning participation, comprehension with the training content, preparation of homework due to lack of online and physical support of teachers as well as problems with engaging in class discussions, making presentations (PPTs) and writing in an academic style.