Last year, 3,045 educators used support measures for the transition to teaching in the national language

1002 primary and secondary school teachers have improved their professional competence. For the most part, teachers have chosen to participate in two- to three-hour webinars-consultations and 12-hour programs about working in a linguistically heterogeneous environment. Less attended 36-hour programs, including competency education approaches for the transition to national language instruction, support system development and the educational needs of today’s students.

Preschool teachers, on the other hand, attended more eight-hour programs for working in a linguistically heterogeneous environment, as well as courses in Latvian language teaching methodology in preschool and improving teachers’ language skills. In contrast, the 24-hour program on supporting learners in the context of inclusive education is less visited.

Support measures have also been used by 827 primary school teachers. They showed more interest in seminars on the implementation of teaching and methodical materials and three-hour webinars-consultations. Less frequently attended methodology school “Mācīsīms Latvian” and a 60-hour program for improving the professional competence of primary school teachers in the transition to a unified education system.

In this school year, the transition to teaching only in the Latvian language began in the general education programs of minority schools in Latvia, with the first involving the 1st, 4th and 7th grades in the reform.

Starting from the next school year, lessons will only be taught in Latvian in the 2nd, 5th and 8th grades, while from September 1, 2025 – in the 3rd, 6th and 9th grades.