The school: liberator or censurer?

Area of Science:

• Child Psychology
• Educational Psychology
• Social Work

Background:

• Increasing prevalence of social and emotional difficulties in children.
• Schools are identified as a suitable environment for intervention.
• Current educational systems often fail to meet diverse student needs, exacerbating issues.

Purpose of the Study:

• To examine methods for identifying and assisting children with social and emotional challenges within schools.
• To propose a model for effective intervention to prevent cycles of abusive behavior.

Main Methods:

• Analysis of school system shortcomings in addressing student emotional and social needs.
• Proposal of a school-based intervention model.
• Emphasis on structured student group interaction led by trained personnel.

Main Results:

• Schools can be transformed into supportive environments by recognizing non-academic and affective needs.
• A multidisciplinary approach involving community agencies can enhance support.
• The proposed model aims to break the cycle of abusive behavior through sequential, grade-specific interventions.

Conclusions:

• Schools play a critical role in child development and can foster positive social-emotional growth.
• Effective intervention requires a shift in school philosophy and dedicated programs.
• The program increases the likelihood of children developing into more adequate adults and parents.