How One Headteacher Transformed Berlin’s Most Troubled School in Months
The Friedrich-Bergius School in Berlin-Friedenau was once seen as a symbol of educational failure. Violence, bullying and cancelled classes dominated daily life, leaving staff overwhelmed and students struggling. But since late 2024, a new headteacher has begun turning things around with a hands-on, structured approach.
Engin Çatık took over the troubled school with a clear mission: restore order and rebuild trust. A trained teacher and school leader with a migrant background, he introduced immediate changes—greeting students personally at the door each morning, enforcing strict rules, and hiring a security guard for the entrance. These steps aimed to create a safer, more predictable environment.
The school had long faced deep challenges, from overcrowded classrooms and staff shortages to families overwhelmed by poverty and language barriers. Before Çatık’s arrival, teachers described a daily reality of threats, violence, and disrupted lessons. In late 2024, staff even sent an open letter detailing how regular teaching had become nearly impossible.
Çatık responded with practical measures. He set up a welcome class for non-German speakers to bridge language gaps and introduced a daily 15-minute reading session to boost literacy. Clear guidelines for teachers and plans to involve parents more closely followed. His approach blends firm boundaries with relational work, believing that consistent adult presence can change student behaviour.
While the school is far from a full turnaround, progress is visible. Classes run more smoothly, and the atmosphere has shifted from crisis to cautious optimism. Staff now describe a school that, while still facing difficulties, is no longer seen as beyond repair.
Çatık’s leadership has brought measurable changes to Friedrich-Bergius School. Daily routines, clearer rules, and targeted support for struggling students have eased some of the worst pressures. The school’s future will depend on whether these early improvements can be sustained—and whether broader systemic issues in education are addressed.
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