Literacy is about much more than simply being able to read words on a page. It influences how confident a child feels in the classroom, how well they understand learning materials, and how actively they participate in school life. This is why literacy support has become one of the most sought-after forms of assistance within the “School in the Community” project. During the first semester alone, 1,311 students received literacy support, while in the second semester the number increased to 3,744 students.
For Lelde Seņko, literacy is a deeply personal topic. Her own love of reading began in childhood, and later she came to understand the broader importance of literacy through her work as a teacher and now through her role in the “School in the Community” project.
A Childhood Filled with Books
Books were a natural part of everyday life in Lelde’s family. Her mother and grandfather regularly read to her, and afterwards they would discuss and reflect on the stories together. Reading never felt like an obligation or punishment; it was simply part of daily life.
Even as a child, Lelde understood that books could be a gateway to new worlds, imagination, and learning. Only later, through her professional experience, did she fully realise how profoundly such early experiences can shape a child’s attitude towards reading and learning.
“I come from a family of teachers—my mother is a teacher, my grandmother was a teacher, and so were her mother and father. Although at first I thought I wanted a different path, I eventually realised how much I loved the Latvian language and literature. That is how I found my way into education. I worked as a Latvian language and literature teacher at Jelgava Secondary School No. 4, and it was there that I began to truly understand how literacy affects children’s everyday lives,” Lelde explains.
Supporting Schools from a New Perspective
After working in the classroom, Lelde joined the “School in the Community” project as a regional expert. Her role involves working with municipalities and schools across different regions, ensuring that project support reaches children when they need it most.
She describes the move as a natural continuation of her work in education, although from a broader perspective.
The goal of the “School in the Community” project is to support children who are at risk of social exclusion or early school leaving. The project brings together schools, families, municipalities, and specialists to ensure that children receive timely and appropriate support, enabling them to succeed academically and socially.
Several forms of support are available through the project, including individual learning assistance, counselling services, mentoring, and, since September 2025, literacy support for younger students.
“Literacy support is currently the most requested service within the project,” says Lelde. “Literacy means much more than the ability to read words and sentences—it also means understanding what has been read. Closely connected to this is reading comprehension: the ability to understand, evaluate, and purposefully use different types of texts in everyday life. The project provides individually tailored support through personalised plans and activities, both one-on-one and in groups, depending on each child’s needs.”
Why Literacy Matters
International studies highlight the scale of the challenge. According to the PIRLS 2021 study, 6% of Latvian students did not reach even the lowest level of reading proficiency. Meanwhile, the PISA 2022 assessment found that 10.6% of students demonstrated low performance in reading literacy.
These findings show that literacy and reading comprehension remain significant challenges for many students in Latvia.
“Literacy is not simply about whether a child can read a text. The key question is whether they understand it and can analyse it. If a child struggles to comprehend what they read, the effects quickly spread beyond Latvian language lessons. Difficulties appear in history, biology, and many other subjects because all learning requires reading, understanding, and applying information. This is not a narrow issue—it affects the entire learning process,” Lelde explains.
Literacy and Self-Confidence
Lelde emphasises that literacy is closely linked to a child’s self-esteem and sense of belonging at school.
Children who struggle with reading often become afraid of making mistakes. They may avoid reading aloud, hesitate to speak in class, and feel insecure among their peers. Some begin to believe there is something wrong with them, when in reality they simply need more time, practice, and support.
As reading becomes easier, improvements extend far beyond academic results.
“When a child starts experiencing success in reading, it changes how they see themselves. They become more confident, participate more actively, and feel more comfortable in the classroom,” she says.
Sometimes the most important factor is simply having a supportive person nearby.
“Sometimes all a child needs is someone who listens, encourages them, and helps them move forward step by step. Often, what they need most is regular practice because literacy, like any other skill, improves through repetition and use. Gradually, not only do learning outcomes improve, but so does the child’s sense of security and engagement at school.”
The project also provides support for schools themselves, including professional supervision for specialists involved in the programme. Lelde notes that no single teacher can solve every challenge a child faces, which is why cooperation among educators, specialists, and families is essential.
A Shared Responsibility
For Lelde, the most important message is that literacy influences every aspect of a child’s educational experience—from academic achievement to emotional well-being and confidence.
That is why it is so important to identify difficulties early and provide support before a child loses faith in their abilities.
“The best results happen when support comes not only from the school but also from home and from the wider community around the child,” she says.
The “School in the Community” project demonstrates that literacy is not simply an educational issue. It is about giving children the confidence, skills, and support they need to thrive both in school and beyond.
This story was created with the support of the European Union Funds.
