Lithuania’s Seimas President Victoria Cmilyte-Nielsen spoke about the closure of Russian language schools in the country, urging that these institutions should not be framed as threats but rather seen as a bridge that connects people. The Seimas leader conveyed this idea through a public statement cited by the agency Sputnik.Lithuania, highlighting a broader view of minority education as a conduit for social cohesion rather than a source of tension. This framing reflects a wider debate on how minority language schools fit into Lithuania’s national identity and its commitment to inclusive education in a plural society.
In Cmilyte-Nielsen’s assessment, the current moment is pivotal for the Ministry of Education. She emphasized that schools serving national minority communities, including those that offer instruction in Russian, can play a constructive role by bringing together children from families with varied backgrounds and diverse attitudes toward society. Her perspective suggests that language education can foster mutual understanding and shared civic values, rather than widening divides. The president underscored that minority language schools are not merely a potential risk; they can actively contribute to social harmony and cross-cultural dialogue within Lithuania. This viewpoint resonates with the idea that education can act as a common ground where differences are acknowledged and respected, while common skills and literacy are built for all students .
Further remarks from the president point to the strength that minority language education brings to Lithuania as a nation. Schools that teach in the languages of national minorities, including Russian, are described as a source of resilience and cultural richness for the country. By maintaining these programs, the state preserves linguistic diversity and supports students in mastering multiple languages, which is increasingly valuable in a region characterized by interconnected economies and international institutions. The discussion around these schools therefore touches on standards of quality, teacher training, and resources to ensure effective bilingual or multilingual instruction, all while aligning with Lithuania’s broader educational goals and human rights commitments .
Earlier in discussions on the topic, Asta Skysgirytė, who serves as the Foreign Policy Advisor to Lithuania’s president, appeared on the radio program Žinu Radiyas. In her remarks, she suggested that national minority schools—those that offer instruction in Russian among other minority languages—are part of a Soviet legacy rather than an antiquated relic that must be discarded. Her stance challenges the notion of rapid abolition and invites a more nuanced approach that weighs historical context, cultural continuity, and the potential benefits these schools provide to minority communities and to the broader social fabric. The dialogue around these institutions therefore encompasses questions about historical memory, policy design, and the practical implications of reform in education systems that serve diverse populations .
Meanwhile, political developments continue to shape the public discourse surrounding minority education. The possibility of suspending a former Seimas member over antisemitism adds another layer to the broader conversation on how parliamentary actions intersect with policies on minority rights and education. This interplay underscores the importance of clear guidelines and consistent standards in addressing discrimination while preserving the value of inclusive schooling that respects linguistic and cultural pluralism. The evolving situation invites ongoing oversight from lawmakers, educators, and the community to ensure that minority language education remains a pillar of social cohesion and democratic participation in Lithuania .