AZE.US
A growing discussion in Azerbaijan is asking whether school should be seen as more than a place for lessons, grades and exams. More educators and commentators are focusing on another part of the equation – children’s emotional well-being, communication skills and self-confidence.
That is why interest has emerged around a model associated with Norway, where university students spend time with schoolchildren after classes and act as informal mentors, companions and guides. In practice, that can include reviewing school material, going for walks, taking part in sports or simply spending structured time together.
The idea goes beyond tutoring. Its main purpose is to make sure children do not feel isolated after school and have access to a healthier, more supportive social environment. Supporters say that kind of interaction can raise motivation, improve communication skills and help children build a more confident outlook on their future.
The model is also seen as useful for university students themselves. Those studying education, psychology and other people-centered fields could gain practical experience much earlier, working with children in real settings instead of learning only through theory.
That matters in Azerbaijan, where one of the recurring complaints about the education system is that students often adapt too late to real professional environments. A mentorship-based format between universities and schools could help narrow that gap by giving future specialists early exposure to practical work.
Another argument in favor of the approach is that it could help reduce children’s dependence on phones and other digital distractions. If after-school hours are filled with live communication, shared activities and personal guidance, children may be less likely to spend that time absorbed in screens.
Supporters also say the psychological effect could be significant. Instead of going home and spending hours alone, children would remain involved in a more active and socially healthy routine. Parents, in turn, could see them returning home more engaged, more energetic and more emotionally balanced.
One of the strongest features of the Norwegian model is that such activities are funded by the state, making them accessible to all children regardless of family income. That is also where the biggest question arises for Azerbaijan: whether the idea can move from discussion to a functioning mechanism.
A full-scale copy of the Norwegian system would likely be difficult. But a pilot version appears far more realistic. Azerbaijan has a strong student base and an established culture of volunteering, which could provide a starting point for such a program.
For it to work, though, universities, schools and government institutions would need close coordination. Without clear rules, funding and oversight, even a promising initiative could remain only an idea.
Supporters of the concept say the benefits would flow both ways. Schoolchildren would receive more attention, guidance and social support. University students would develop practical skills earlier and enter the labor market better prepared.
At the center of the debate is a larger point: school is not only about transferring knowledge, but also about shaping personality and preparing children for real life. In that sense, the hours after class may be just as important as the lessons themselves.