“I strive to help the children discover what they’re passionate about, to cultivate their skills, and invest in their future”.
Vassiliki, Educator at The HOME Project
With a background in teaching and a master’s degree focused on migration studies, Vassiliki had a genuine calling to support displaced children. “I always wanted to work with young people navigating difficult circumstances. That’s what gives meaning to my work”, she says.
Her role as an educator is multifaceted. She teaches Greek to unaccompanied minors, while also providing one-on-one academic support to help them succeed in school. But education, for Vassiliki, extends beyond textbooks and grammar rules. “Becoming proficient in the language is absolutely key for their integration into Greek society”, she admits, “but often learning is much more effective outside the classroom”. Every day, she creates opportunities for learning, connection and expression, whether through arts and crafts workshops, attending cultural events and discovering the city, or simply moments of play and conversation.
The walls of the shelter’s study room are filled with artworks made by the children. “Some of the kids are incredibly talented”, she says, pointing to the drawings. “I strive to help them discover what they’re passionate about, to cultivate their skills, and invest in their future”.
Even though all of our children are enrolled in school, for some, education can still feel out of reach, and they struggle to find the motivation or the discipline to embrace it fully. As a result, regular attendance is a persistent challenge. “They’re at a crossroads in their lives, still dealing with trauma, uncertainty, and the challenges of adapting to a new culture and language. Studying often feels like one more mountain that they have to climb. Staying engaged is difficult”, she explains.
This is where her relational approach makes a big difference. “They don’t see me as a strict teacher. I try to be someone they can talk to, someone they can trust. And that helps a lot, because once there is trust, we can start to build routines, create learning goals, and start to make progress, even if it’s slow”.
She keeps close contact with their school teachers and administrators to create a supportive bridge between the shelter and the education system, as much as possible. She also organizes summer classes to help students catch up, and adapts activities to accommodate each child’s needs and energy levels.
Looking ahead, her main goal is to help more children realize their full potential and put in the necessary work so that they can reach it. “It’s not easy, but we’re trying to move forward step by step”.