Socialinė pagalba socialinės atskirties rizikoje esantiems mokiniams ; Social assistance for students at risk of social exclusion
Growing aggression of children, violence against peers and teachers and social exclusion are nowadays an important issue of political discussions and media reports. It is noticed that modern learning and teaching means, new learning and teaching programmes or social projects are not enough for spiritual growth and development of students and social integration. Together with these things students need attentive support from adults, their good example and assistance at difficult periods in life. Most often students face the risk of social exclusion at school although it also depends on the status of their family in the society or the relationship of their family members in the family. Often students who are absent from school or do not very well at school are from a different family than other students; they do not have particular social skills, are often given labels and can expect only exclusion and being branded. Behavioural, emotional and learning problems, peer alienation and lack of social skills are characteristic for students at risk of social exclusion. Therefore, there is an urgent need to analyse opportunities of reduction of social exclusion groups of students, provided assistance or its opportunities for students at risk of social exclusion. The aim of the research is to identify social assistance provided to students at risk of social exclusion. A qualitative research was carried out to achieve the aim. The method for data collection – a questionnaire. 105 teachers working in the gymnasium, secondary and basic schools were questioned. It was proved after the research that students at risk of social exclusion are incommunicative, unsociable, passive and shy, do not trust others, are very vulnerable, have problems learning and avoid collaborative activities. The research also confirmed analysed literature that most often students face the risk of social exclusion at school during adolescence. They usually come from families of social risk or single-parent families. The results of the research show that assistance provided at school by teachers to students at risk of social exclusion is only fragmentary in solving this problem. Further development of social skills and close cooperation of specialist working at school is necessary.