The article explores the ongoing transition of Russian-speaking schools in Estonia to teaching in Estonian, now in its second year. It highlights the various challenges faced within the education system, detailing how students adapt to learning in a language that is not their mother tongue. The focus is on the experiences of teachers and students at the Õismäe Russian Lyceum in Tallinn, where classes for second and fourth graders were observed to assess their engagement and understanding in Estonian language subjects.

The report reveals that while there are successes in the adaptation process, significant obstacles remain. Many children struggle with the transition, often feeling overwhelmed with the new language and its complexities. Teachers are observed implementing different strategies to facilitate learning, adjusting their teaching methods to better support the students' needs. The narrative offers insights into the classroom dynamics and the educators' commitment to helping Russian-speaking children integrate into the Estonian educational framework.

This topic carries broader implications for Estonia's multicultural society, where language plays a crucial role in social integration and identity. As the country navigates these changes, the transition to Estonian language education for Russian-speaking students raises questions about cultural identity and the future of bilingual education in Estonia. The report aims to shed light on these important issues, advocating for continued support and resources to ensure successful educational outcomes for all students in the diverse landscape of Estonian education.