The past almost three years have presented schools with incredible challenges: first the corona pandemic, then the war in Ukraine, which brought thousands of people and their school-age children to Germany within a few weeks. School management, teachers, parents and children, and the administrative authorities have invested a lot of effort during this time, showing perseverance and creativity. Within a few weeks in the spring, welcome classes were set up and structures created to take in Ukrainian children.
So that a system that was already struggling with a shortage of teachers could enable them to quickly take part in German-language classes, additional staff were recruited. These external colleagues do valuable work in bridging classes, as supporters for children with a migration background, as temporary workers or team teachers – and they rightly want to be valued. It would not help anyone if the additional teachers, out of frustration, throw in the towel because they have the impression that they do not enjoy this appreciation because they do not receive their salary on time or it is less than expected.
It is right to check carefully who is allowed to teach children. And it is also right to link salaries paid by the state to certain criteria. But bureaucracy must not lead to people feeling alienated by a faceless administrative apparatus. Eight weeks of processing time may be unavoidable given the high stacks of tasks and complex responsibilities. Two months without a salary and an employment contract, but with insecure health insurance are unacceptable. The school administrations have to become faster here with the help of digitization. Better communication is much more important and quicker to implement. Those who explain themselves and their circumstances usually find understanding. And those who are spoken to feel that they are being taken seriously.