This chapter summarizes the key findings of the study on Upper Silesian teachers and educators after the 2017 education reform. It compares twelve autobiographical interviews, highlighting themes of Silesian identity, multilingualism, religion, and professional challenges. Building on Erving Goffman’s concept of stigma, it analyzes how linguistic and cultural stigmatization shape self-perception and identity. The chapter concludes that the reform has intensified assimilation pressures and devalued the teaching profession while threatening linguistic diversity. It emphasizes the need for inclusive education policies and outlines directions for future research on multicultural contexts.