This master’s thesis examines additional professional support (APS) in primary school from the perspective of social pedagogy. The aim of the research was to determine
how social pedagogues employed as providers of APS in primary schools understand their professional identity and role, what significance they attribute to the social
pedagogical approach, how they deal with limitations, professional dilemmas, and the demands of the school system in their work, and how the socio-critical potential of
social pedagogy is expressed within the school environment.
In the theoretical part, I present various theoretical approaches to the inclusion of children with special needs in schools, the Slovenian legislative and professional
framework of APS and some critiques of its implementation in practice. I then discuss the development of social pedagogy internationally and in Slovenia, its fundamental concepts, the professional identity of social pedagogues, and the position of social pedagogy within primary school. The empirical part is based on qualitative research, in which I conducted six semi-structured interviews with social pedagogues working as providers of APS in mainstream primary schools. The data were analysed through coding, and categories related to the five research questions were formed.
The findings show that the professional identity of the interviewees is multifaceted, dynamic, and closely linked to their specific professional context. In addition to
individual work with pupils, the interviewees see themselves primarily in connecting, coordinating, and administrative roles. The specific contribution of social pedagogy is
reflected mainly in a holistic understanding of the pupil, with attention to their context; work through a professional relationship; emotional support; an emphasis on the
educational and upbringing dimension over the purely academic field; advocacy for pupils; starting from pupils’ strengths; and encouraging participation. In addition to
individual work, social pedagogues also pay attention to group and preventive work, as well as counselling and support for other members of the school staff. As providers
of APS, social pedagogues operate in a constant tension between social pedagogical principles and institutional demands. The school system is marked by learning objectives, grades, timetables, and documentation, while in practice APS is often understood primarily as learning support. The interviewees understand their work more broadly and often use academic content as a space for establishing relationships, strengthening pupils’ self-esteem, and developing social skills. The socio-critical potential of social pedagogy is expressed in the school environment mainly at the level of everyday practices, through the gradual creation of change within the school staff, thereby contributing to a more inclusive school culture.
The research highlights the need for greater recognition of the social pedagogical profile in primary schools, a clearer definition of counselling services, more systematic
encouragement of preventive and group work, the systemic regulation of supervision, and a more meaningful use of documentation. The study sheds light on APS from the
perspective of social pedagogues and shows how a social pedagogical stance is enacted within the primary school setting.
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