Current State of the Level of Teachers’ Awareness Regarding SocialPedagogical Support for Students: Analysis of Findings

Abstract

This article addresses the intricate challenges confronting education in the wake of reforms, societal
digitalization, and exceptional circumstances like quarantine measures and the full-scale war. It highlights the
significance of incorporating social-pedagogical support into education, especially in the midst of educational
modernization. The research delves into scholarly sources to explore diverse facets of social-pedagogical
support for students and its influence on the development and social adaptation of children. Based on the
findings of sociological studies, the article determines the current level of awareness among educators teaching
5-11 grade kids about social-pedagogical support. The article investigates educators who have been performing
or performed the duties of a homeroom teacher throughout their pedagogical careers and their contributions to
implementing social-pedagogical support within general secondary education settings. It identifies the importance of the presence of social pedagogues at schools and their role in rendering social-pedagogical
assistance. Moreover, the research examines the way teachers comprehend pivotal terms tied to socialpedagogical support for students, including "social protection of children at schools," "challenging life
circumstances," "social-pedagogical support," factors contributing to difficult situations with children, and
more. The paper enumerates the adverse outcomes stemming from educators’ limited competence in the field
of child social protection within schools. It investigates teachers’ understanding of their functional
responsibilities in the realm of social protection and its influence on the quality provision of social-pedagogical
support. Furthermore, the study probes educators’ grasp of their responsibility in recognizing students
undergoing challenging life circumstances. The number of educators who have encountered cases of bullying in
general secondary education institutions is indicated. Conclusions are drawn, highlighting the imperative of
elevating educators’ awareness regarding social-pedagogical support for students.