Report on the Work at the Michael School in Tbilisi, Georgia, from Autumn to Winter 2025
by Janette Gülker-Neuhaus and Markus Neuhaus, January 2026
Photos: private source
For three months, from the warm, lush Michaelmas season to the turn of the year, when the first snow had long since fallen in Tbilisi, we worked almost daily at the Michael School and were part of school life. Every morning shortly before 9 a.m., the Dila mshwidobißa – morning peace – was heard from many sides. Children, young people, and teachers gathered for a morning circle outside in the schoolyard. It was not until November, when the heating had to be turned on, that the morning circle took place downstairs in the foyer of the building. Afterwards, the teachers took their pupils to their classrooms and we began working with individual children. The teaching staff had put together a group of children for us whose development and problems raised particular questions and concerns.
Once they had become familiar with us, they all enjoyed coming, some even several times a day. Our task was to observe each individual child and young person without prejudice, so that we could then suggest appropriate eurythmy exercises and habitual patterns. Often, the aim was to soften tics and compulsions and to support a sense of well-being in their own bodies. We proved to be a good team: Markus as a eurythmy therapist and Janette as a minute-taker and special education consultant. Every day, we worked with eight to ten students and gave regular feedback to the teachers. In the conferences on Thursdays, we looked at these children together with the teaching staff. It was a fruitful and stimulating exchange for everyone. At times, there were also discussions with the parents of individual children. Around mid-November, we completed our work with the first group of children and now concentrated on other, mainly younger students, again eight to ten, spread throughout the day.
We encountered mysterious children's souls and destinies. And once again, what we had both practiced and experienced over many years of work proved to be true: accepting people as they are and finding little doors or windows into the essence of each individual child. As is well known, this is often easier for outsiders than for parents or teachers who are confronted with certain behaviors day in and day out: screaming, tics of all kinds, refusals, compulsions, and even aggressive outbursts.
In some cases, it was a blessing that there were two of us in the room with a child. There were times when four hands were really needed, or when one of us had a saving idea in a difficult situation.
We experienced very clearly how demanding and challenging many of the children and young people at Michael School are. It was impressive to see the love and loyalty with which the teachers stand by their students, even though they are often helpless and some behaviors, especially aggressive ones, push them to their limits.
Our efforts and the detailed weekly reflections helped us to develop new perspectives and find courage and confidence for future work.
The Michael School is the only school in Georgia that provides schooling for children with severe intellectual disabilities. There are some resources, schools for students with severe hearing or visual impairments, and a few special schools that teach children with learning difficulties. Overall, the Ministry of Education has long been committed to inclusion, which means that children with severe disabilities only attend classes at a normal school for a few hours a week. There is no compulsory education for students with significant special needs. According to the authorities, they are well cared for in day care centers.
Some of the children who attend Michael School were briefly enrolled in inclusive classes at a state school, where they failed miserably. Time and again, parents told us about their long search for a suitable school place for their child. It was wonderful to hear how happy many parents are to have found the Michael School. They see in their children that the concept of the Waldorf school with its special education approach is convincing: the competence of the teachers, their commitment, their love and loyalty to the children, the regular events for the entire school community, and the sense of belonging in a community.
Among the most challenging children and adolescents are undoubtedly those with a dual diagnosis, a severe intellectual disorder combined with a mental illness. Having worked for a while as a eurythmy therapist in psychiatric wards at the Herdecke Community Hospital (Germany), Markus was particularly drawn to working with these young people and was able to make a real difference. He helped one boy to partially overcome his inability to speak at school, and succeeded in curbing the constant sexual aggression of one young woman.
In contrast to this, the so-called “criminal trio” gave us an unusually enjoyable and fun job. Three young children with Down syndrome who spent the first years of their lives in a children's home until a woman adopted all three of them – admirable! It was delightful to get to know their individual characteristics, experience their respective strengths, and support their curiosity and confidence in life. Two of them are even twins, a phenomenon we had never encountered in many years of special education – twins with Down syndrome!
We regularly consulted with the new eurythmy teacher at the Michael School, who has now settled in well and is greatly appreciated. She will integrate proven exercises from therapeutic eurythmy into her lessons and continue the therapeutic work with some of the children.
Every Monday and Friday, at the beginning and end of the week, we were able to play music for the school community. The children loved it and some of them sang along heartily. We also enjoyed it very much.
Not only did the Michael School community welcome us so warmly during these months, but the neighbors in the backyard were also very kind to us and let us participate a little in their lives. We felt welcome and at home. Didi madloba – thank you very much, dear Michael School community and dear people at Murman Lebanidze St. 10!
This intense period marks the official end of the Michael School's guidance and support. As friends, we will certainly visit again and again. The teaching staff has everything it needs to do its work. The competent school management team is well equipped to meet the challenges of the future, and Marina Shostak, the school's founder, is still present as a sparkling spirit. Economically and financially, the school will remain dependent on support in the long term. Nana Göbel has long recognized the difficult situation of the Michael School and ensures that regular financial support is provided through the Friends of Waldorf Education.
A special thank you to the Friends of Waldorf Education, who have covered the travel costs for this work over the years! In addition to the helpful financial support, we have experienced the trust and appreciation of the Friends in our work. Thank you again!
We are both very grateful that life has given us this task and that we have been able to do it on behalf of the Friends of Waldorf Education.
P.S.: After receiving our report, Nana Göbel rightly questioned whether the support work would still be necessary in the future. We will gladly take her suggestion to heart and continue to feel jointly responsible for the prosperity of the Michael School.
