A recent discussion among educational experts and parents revealed critical concerns about the state of inclusive education in Latvia. Participants included a former mathematics teacher, the deputy secretary of the Ministry of Education and Science, school directors, and educational psychologists. They highlighted that many schools are increasingly being viewed as social or medical institutions rather than purely educational ones, leading to diminished overall education quality. The sentiment was that while the concept of inclusive education is appealing, the practical implementation is fraught with challenges.

One of the key issues raised was the overburdening of educators with responsibilities beyond traditional teaching. Teachers finding themselves focusing on crisis management or individual student behavior can neglect other talented students who also require attention and support. This not only hampers the educational experience for students with special needs but also detracts from the learning environment for others. The disparities in resources and support team capacities across various schools further exacerbate the challenges, leaving many students without adequate educational support.

The participants firmly expressed that the schools' primary function should be educational. Reflecting on this, a school director pointed out that educational institutions should not take over parental roles, such as overseeing medication administration for students. The discussion suggests an urgent need for clarification of roles within schools and a call to refocus efforts on enhancing educational quality while still supporting inclusive practices. The hope is to find a balance that doesn't compromise the essential educational mission of schools in Latvia.