Remigrant Children in Latvian Schools: The Experience of Inga Buša’s Family and Lessons for the Education System

Returning to Latvia after spending several years abroad often feels like coming home. However, for families with school-aged children, it can also mean a challenging adjustment process that involves not only catching up with the curriculum but also finding their place in a new social environment. Remigrant Inga Buša shares her family's experience of returning to Latvia after living in Norway.

When her daughter returned to Latvia at the age of nine, she described the biggest challenge as simply “settling in,” as everything around her felt different – the people, the environment, communication styles, and everyday habits. Although the Latvian language was not a problem, she had to leave behind her friends and familiar life in Norway while trying to integrate into a class where the other children had already established friendships and social circles.

According to Inga, schools often do not fully recognize the scale of change that remigrant children experience. She believes emotional support is especially important, as well as having a trusted person at school who can help a child navigate the new environment, provide encouragement, and answer questions. While parents offer support at home, children also need the involvement of teachers and support staff throughout their daily school life.

Her experience also highlights broader systemic challenges. Inga believes that Latvia’s education system is still not fully prepared to meet the needs of remigrant families. The situation becomes particularly difficult when children return during adolescence, especially near the end of primary school or at the beginning of secondary education. In her family’s case, the move back to Latvia was postponed so that her daughter could complete lower secondary education in Norway, as transferring to the Latvian education system during the ninth grade seemed too complicated.

After graduating from lower secondary school in Norway, the family faced uncertainty about continuing education in Latvia. For several months, they searched for information and communicated with schools and responsible institutions to understand admission procedures and secure a place for their daughter at the gymnasium of her choice. During this period, they received valuable support from Vidzeme Planning Region’s remigration coordinator, Inga Madžule, who helped them navigate the complex process.

Although the story ended positively and their daughter was admitted to her chosen gymnasium, the challenges did not end there. She had to independently learn subjects that are taught more extensively in Latvia than in Norway, including chemistry, physics, and biology. School support mechanisms were limited, and most of the difficulties were overcome through personal effort. The situation was further complicated by the fact that not all teachers were informed about her previous educational background. School management had not communicated this information to the teaching staff, and as a result, her different educational experience and knowledge base were not always taken into account.

The son faced a similar experience when he returned to Latvia and entered the eighth grade. He also had to independently learn material that his classmates had studied in previous years. This created a significant additional workload for both the student and his mother, who took on the primary responsibility for supporting his studies. Despite these challenges, their efforts paid off. He successfully completed ninth grade with good results, enrolled in the vocational school of his choice, and continues his studies successfully. Nevertheless, the family acknowledges that the process required considerable perseverance, patience, and teamwork.

Based on her experience, Inga believes that support for remigrant families and schools should be strengthened. She advocates for regular training on remigration issues for school leaders, teachers, and support staff, closer cooperation between schools and families, and greater attention to children's social integration. It is equally important to ensure that information about a student’s previous educational experience reaches all teachers working with the child. She also recommends developing accessible digital learning materials and introducing individualized support mechanisms that would help children catch up academically while successfully integrating into the school environment.

Inga Buša’s story demonstrates that remigration is much more than simply moving back to Latvia. It is a process of adapting to a new environment, new relationships, and a different education system, where a child’s emotional well-being and sense of belonging are often just as important as academic achievement.

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