Abstract:

The conference paper explores the current practice of school counselling professionals in providing support for students from socially disadvantaged backgrounds.

Historically, the counselling staff of mainstream elementary schools in the Czech Republic have been supporting primarily students with learning difficulties, attention disorders and other disabilities, often leaving students from socially disadvantaged backgrounds with minimal to no additional support. Thus, the research sample of this study was chosen so that the best practice of supporting students form socially disadvantaged background was analyzed, leading to the main research findings on the role of counselling professionals.

The research was based on a questionnaire survey analysis. The research sample consisted of 105 counselling professionals (including educational counselors, special needs educators, school psychologists, prevention specialists and social educators) working in schools with higher numbers of students from socially disadvantaged backgrounds.

The results show that counselling professionals hold number of important roles in education of students from socially disadvantaged backgrounds. The main findings uncover the major roles of counselling staff to be in the areas of:
a) diagnostics and direct interventions during morning classes;
b) organizing tutoring;
c) guidance for teachers together with facilitation of cooperation between school and students' families;
d) facilitation of cooperation between school and other organizations from the field of education and social services.

The study provides valuable summary of best practices and uncovers opportunities for further development of counseling services in schools.

Keywords:

Social disadvantage, school counselling, special educational needs, inclusive education.