Abstract:

In response to the worsening socio-economic situation of Czech families, various risks arise, which have an impact on the lives of pupils from disadvantaged backgrounds. This can naturally have a significant influence on the school success of pupils, and it is necessary to respond to this situation also within the educational system. Legislation also considers increased support for pupils with socio-economic disadvantages as a form of special needs, entitling these pupils to additional support. This article presents the current state of knowledge in the field of educating pupils from disadvantaged backgrounds. Special attention is focused on the transformation of current needs of elementary schools in relation to the percentage of socially disadvantaged pupils. A key figure in supporting the school success of pupils can be a position of social pedagogue.
As part of the research, we focused on the current needs of elementary schools and their transformation in relation to the education of pupils from disadvantaged backgrounds. The aim of the research was to determine whether elementary schools with a higher proportion of socially disadvantaged pupils significantly exhibit higher needs in selected areas compared to schools with a lower proportion. A total of 1280 elementary schools out of the total number of 4281 elementary schools in the Czech Republic participated in the research. The results of the research study can serve as a scientific basis for strengthening support for schools in areas requiring increased attention.

Keywords:

Social pedagogue, pupils with special needs, socially disadvantaged pupils, school needs, social prevention, elementary schools, quantitative research.