The role of social pedagogues at primary schools
The role of social pedagogues at primary schools

Summary/Abstract: n the previous text, Tomáš Machalík outlines the problems that are linked with the position of social pedagogue as a full-fledged pedagogical employee at Czech schools (mostly we are speaking about primary schools). It is interesting that noone doubts that we need a professional who follows up on students’ risky behaviour, communicates with parents and other stakeholders, and supports students in unfavourable situations, i.e. takes care of their social dimension at school. I have never heardfrom teachers, headmasters, ministerial officers, regional school prevention coordinators, etc. that schools don’t need somebody like this. It is therefore surprising that the social pedagogue has not been included in the Act on Pedagogical Staff so far. Despite this, some schools are looking for a way of obtaining a social pedagogue. The Association of Social Pedagogue Educators published in February 2020 a document (available from www.asocped.cz) in which they try tomake it easier, especially for headmasters, to get a general idea about the role of social pedagogues at primary schools. This rolewas discussed with social pedagogues working at schools (despite legislative and financial obstacles) and should reflect concrete activities as faithfully as possible. This role is being published in this issue, to be of use not just for headmasters but for students and graduates of social pedagogy study programmes.

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