Abstract:

In the Slovak school system currently, there is a job position as an assistant. His task is to assist pupils with various types of learning disabilities, such as ADHD, etc. However, research shows that, in addition to the increasing numbers of learners with learning disabilities, the number of pupils growing up in social pathological environments is increasing too. The environment significantly influences pupils’ ability to meet school responsibilities, but also to adapt to the social environment. Our assumption is that the social worker understands the mechanisms of the impact of the social environment on an individual, knows the dynamism of small and large social groups and organizations, knows the risks and potentials of social relationships, has knowledge on the aetiology of risks in children and young people, especially the negative social factors. He can reliably assess the effects of a given social environment on an individual. The social worker has methods to influence the environment by social mechanisms – for example, by developing a positive peer culture, stimulating open two-way communication, developing community principles, and collaborating with families and social networks. These can be achieved through group work, intertwining the out-of-school environment and school system, the out-of-school activities, and working with the school as a social system. Based on the research study that we conducted in 2018, we show current and acute problems in the school system, and we also define specific changes that research has shown to be the most effective in eliminating problems related to the social environment. We specify the risk tendencies that can develop in schools due to the absence of interventions by social workers as well as the obstacles that prevent social workers from entering the school system.

Keywords:

Social work, Secondary schools, Nitra region.