The role of social pedagogues in Czech schools has recently gained attention in connection with efforts to reduce educational inequalities and support pupils from socially disadvantaged backgrounds. This research follows the work of 141 social pedagogues employed in 125 schools across the Czech Republic during the 2023/2024 school year, funded through the National Recovery Plan. The sample includes schools with a higher proportion of disadvantaged pupils, including Roma and Ukrainian students, as well as schools located in socially excluded areas. All participating schools received methodological support from the PROP project of the National Pedagogical Institute of the Czech Republic.
A mixed-methods design was adopted. Quantitative data were collected from monthly work reports submitted by 113 social pedagogues, where hours were allocated to predefined activity categories developed within the PROP project. These data were processed in SPSS to provide an overview of time spent on different activities. Qualitative data, derived from annual evaluation reports submitted by school leaders (principals or deputy heads) via open-ended questionnaires, focused specifically on three dimensions: the concrete work tasks carried out by social pedagogues, their perceived contribution to schools, and barriers encountered in embedding the position. Responses were thematically analysed, with categories and roles organised according to Adenberg (2020).
Results show that social pedagogues contribute to mitigating the effects of social disadvantage by establishing contact with non-cooperating families, supporting pupils with insufficient language skills, addressing behavioural challenges, and promoting motivation and school attendance. They also provide school staff with important insights into pupils’ family situations, strengthening teachers’ understanding of the impact of disadvantage on education. School leaders overwhelmingly view the position as indispensable in schools with a high proportion of disadvantaged pupils. Challenges include unclear role definitions, project-based funding, and limited awareness among staff and external partners.
The study highlights the potential of social pedagogues to foster inclusion, strengthen preventive work in schools, and improve cooperation between schools, families, and external institutions. Systemic support and clear role definition are needed to ensure the sustainability of this emerging profession.

Keywords: Social pedagogue, social pedagogy, inclusion, Roma, migrants, social disadvantage, educational inequalities.