The master’s thesis examines approaches to psychosocial support for pupils within the school context. The aim of the study was to analyse selected international programmes and to identify their common characteristics, differences, the role of relationships, and the predominant orientation of support. The study is based on the premise that psychosocial well-being is a fundamental condition for learning, development, and inclusion. In the theoretical part, a descriptive method based on a literature review was employed, while the empirical part relied on a qualitative analysis of descriptions of selected programmes. The data were analysed using thematic analysis. The findings indicate that a universal preventive approach predominates in the analysed programmes, typically embedded within regular school practice. The focus is placed on the development of social-emotional skills, the strengthening of school climate, and the importance of relationships between teachers and pupils, among peers, and with families. Differences among programmes emerge in terms of their level of structure, thematic emphases, and the clarity of transitions to more intensive forms of support. Based on the identified similarities, differences, and relational components of the programmes, the thesis also proposes directions for their meaningful integration into the Slovenian school context. These include emphasising student participation in the implementation of changes, providing initial support to teachers, ensuring clear coordination and a gradual escalation of support, enabling early intervention and consistent monitoring of distress, strengthening partnerships with parents, establishing organisational support for peer-based approaches, ensuring continuous monitoring of violence-related cases, and fostering a positive school climate alongside relational competencies. The study contributes to a deeper understanding of the key elements of psychosocial support in schools and offers foundations for their systematic development within the Slovenian educational context.
|
