Keep learning in view
A transfer on paper does not tell us whether a child is attending, understanding the lessons or receiving the support they need. When education is interrupted, the immediate task is to restore learning and identify what has been missed.
A school record should be read as part of the child’s life, not as an administrative attachment.
The right is already there
CRC Article 28 recognises the right to education and addresses attendance and dropout. In Georgia, Article 10 of the Child Rights Code protects education; Article 81 includes uninterrupted access to education among the criteria for decisions concerning a child. [1] [2]
Our demand is that this legal commitment appears in practical arrangements while a case is pending, rather than being postponed until the adults’ dispute has ended.
Who acts tomorrow?
The school should know who is responsible for attendance and support. Protection services should identify a break in education and coordinate a response. The child’s representative should bring the issue into the proceedings. The court should address requests that fall within its powers.
We press for a named contact, an immediate learning arrangement and a review date. Passing the same concern between bodies is not a substitute for that plan.
Recover learning without labelling the child
A child who has missed lessons needs an assessment of learning and a suitable recovery plan. The reasons for the gap matter. Language transitions, disrupted attendance and unmet support needs should be considered before drawing conclusions about ability.
We call for teaching support that preserves dignity and builds progress, not a placement that simply makes the administrative record look complete.
What should be recorded
Attendance, actual learning, support provided and progress against the recovery plan. These give families and decision-makers something concrete to examine. A child’s education must remain a current responsibility throughout proceedings.
