For three months, from the golden autumn to the snowy start of the new year, we were part of life at the Michael School in Tbilisi. Every morning, I began the day with a ritual that touched me deeply: ‘Dila mshwidobißa’ – morning peace. Children, young people and teachers gathered for the morning circle, first in the open air, later in the warm foyer. It was a moment of arrival, of breathing together, before work began.
The Michael School is a special place. It is the only school in Georgia dedicated to the education of children with severe cognitive disabilities. In a country where inclusion often exists only on paper and children with complex impairments are usually relegated to day centres, this school is a beacon of light. Many parents told me about their desperate search for a suitable place for their child – and about their relief when they found the Michael School. Here, they experience that education is more than just teaching: it is love, loyalty, and the feeling of being part of a community.
My work on site was intense and deeply moving.Together with my husband Markus, I met children with enigmatic souls and destinies. Our task was to perceive each child without prejudice, to open small windows to their beings and find ways to release compulsions and tics, to promote well-being in their own bodies. With eight to ten children a day, it is a challenge that requires tact and patience. Sometimes it took four hands, sometimes a creative, intuitive idea to resolve a difficult situation. Time and again, we experienced that when you accept people as they are, small miracles happen.
Particularly moving were the encounters with children who had a double diagnosis – severe mental disability and mental illness. Here, Markus was able to contribute his experience from working in psychiatric clinics. One boy regained his speech, one teenager learned to control her aggressive behaviour. And then there was the ‘trio’ – three children with Down syndrome who spent their early years in a home until a woman adopted all three of them. Two of them are twins – a rare phenomenon that amazes even experienced special needs teachers. Their zest for life, their curiosity and their trust in life were a gift to me.
In addition to the special needs teaching work, there were moments of music that brought the school community together. On Mondays and Fridays, we played music for the children – and with them.Some sang along with all their hearts, and in those moments, you could feel that something was happening that went beyond education. It was a space in which being human was able to unfold.
But the reality remains challenging. The school is financially dependent on support and working with children who often display aggressive behaviour pushes teachers to their limits. This makes their love and loyalty to the pupils all the more impressive. In the weekly conferences, we developed new perspectives, drew courage from one another and strengthened confidence. Our support has left its mark – not only on the children, but also on the staff.
At the end of this intense period, I am left with a feeling of gratitude. Gratitude for the encounters, for the trust of the parents, for the openness of the teachers, and for the support of the Friends Waldorf Education. Without their funding, this work would not have been possible. They have covered our travel expenses for years, strengthening us not only financially, but also through their trust and appreciation. ‘Didi madloba’ – thank you very much, dear Michael School, dear people of Tbilisi. The bridge we have built here will remain. Because education is more than knowledge. It is relationship, warmth, and the deep conviction that every child has a place in this world.
Janette Gülker-Neuhaus
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