Teachers’ and counsellors’ views on school protective factors for children with complex needsAmon Podobnikar, Nina (Avtor) Rapuš-Pavel, Jana (Avtor) children with complex needsprimary schoolprotective factorsteachers and school counsellorsPrimary school is an important environment that can serve as a protective factor in children’s lives, which is especially important for those facing complex and vulnerable circumstances. International and domestic studies highlight the importance of strengthening protective factors in schools, creating a supportive environment, and providing timely and diverse support mechanisms. The objective of the present study was to examine the protective factors identified by teachers and school counsellors to address the complex needs of children in school, as well as the limitations and obstacles to their implementation. A proposal for necessary changes to ensure timely support and reduce risks is also highlighted. Ten semi-structured interviews with teachers and counsellors were conducted, followed by thematic analysis to gather the perspectives of the respondents on supporting children with complex needs. The analysis revealed the important role of establishing trusting relationships with children in complex life situations. At the relational level, the importance of collaborative relationships with parents and external institutions was identified. The necessity of systematically integrated preventive activities within schools to strengthen protective factors was recognised. The question of formal disciplinary warnings and existing support of assistants for children with emotional and behavioural disorders in schools were critically discussed. The analysis revealed recommendations to overcome these obstacles, including appropriate education programmes for teachers and school counsellors, supervision, developing a culture of cooperation with parents, and establishing coordinated and harmonised support networks.20262026-10-12 11:47:38Članek v reviji189659UDK: 37.013.42ISSN pri članku: 2232-2647DOI: 10.26529/cepsj.2332COBISS_ID: 293653251sl