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This article was provoked by our own field research with the main goal of establishing the impact of socio-pedagogical support for dropping out of school conducted by assisting professionals such as pedagogical advisors, school psychologists and resource teachers. The research methodology includes fieldwork through case studies, a specially targeted questionnaire and observation. As a result, the missing field of competencies was identified to meet the current pedagogical challenges related to the prevention of school dropout and presuppose the need for social educators with a clearly defined professional field of action towards children and students at risk. [ABSTRACT FROM AUTHOR]

The article presents a lesson, which main purpose was to present data by tables and diagrams using computer program Excel. A test for defining the personality type of each student was made in advance by the school psychologist. On the basis of the collected data, the students had to make tables with the personality types of the class and also fill in the results during the lesson. The students also had to prepare column diagram using the information from the table deciding the design on their own. The purpose of this exercise was to check the ability of the students to use in practice their knowledge about the type of diagram they had already learned in previous lessons. The second type of diagram that they had to prepare was the pie. They had to use a format that shows the percentage of each sector. The goal of this exercise was to bind their knowledge from 5th grade with a future material they will learn in 6th grade about the pie diagram, and how to draw it. At the end of this exercise the students had to check if the percentage of the sectors coincides with the real number of people with that personality type and to conclude by themselves if the percentage was rounded or not. [ABSTRACT FROM AUTHOR]

Schools are trying to cope with and manage the behavioral problems of schoolchildren by improving discipline in class. This accomplished analysis draws the attention on approaches in practice in our country which are reactive and whose punishing character do not stop the acts and even nurtures their manifestation. Educational reform opens a place for school support and proactive ways of dealing with problem behavior and for more adequate actions by the school. Supporting the emotional well-being of students, creating a positive psychological climate of concern, caring and cooperative relations will contribute to a holistic orientation of the school with the inclusion of more and different responsible participants. Against this background, the role of school psychologists for finding more effective answers of the school side is more recognizable. [ABSTRACT FROM AUTHOR]