Professional burnout is a widespread phenomenon among preschool and early childhood teachers and school counsellors. Many factors predisposing to its emergence and progression are present in the nature of this profession. These include, among others, ever-increasing social expectations, a decline in the prestige of the profession, an increasing amount of bureaucratic work, heavy overload and responsibility. As a result, school counsellors and teachers may experience the chronic pressure to meet demands, while at the same time having a sense of doing important work based on helping other people. All of this, with low self-efficacy beliefs, exacerbated by parents’ demanding attitudes, may translate into the occurrence of professional burnout in the described group. Consequently, professional burnout among school counsellors and teachers became the subject of a self-study. The aim of this study was to attempt to identify the relationship between personality traits and professional burnout and to determine whether self-efficacy acts as a mediator of this in relationship. Fifty-eight professionally active school counsellors and teachers participated in the study. Research tools such as the LBQ, IPIP-BFM-20, SVOSES and the author’s sociodemographic survey questionnaire were used. Correlates among personality traits with such dimensions of workaholism as perceived lack of professional efficacy, psychophysical exhaustion and disillusionment were identified. Furthermore, it was revealed that self-efficacy acts as a mediator in the relationship between emotional Stability and psychophysical exhaustion of school counsellors and teachers. The study was exploratory, as no attempt has been made so far to arrangements mediators in the relationship between personality traits and burnout in the described group. Therefore, it is very important to further explore the topic undertaken.
Considering the context of this study, the provisions of Polish and international law, and the multifaceted nature of the issues addressed in this article, it is important to emphasize the importance of restoring broken bonds between children and their imprisoned parents. It is also worth pointing out the importance of supporting the improvement of children’s situations through specific systemic solutions with a high awareness of children’s rights, strengthening the knowledge, skills, and parenting competencies of inmates, enhancing the valuable predispositions and abilities of prison staff, reducing risk, and preventing crime. These elements constitute essential pillars for creating an institutional and non-institutional model of educational, social, and legal interventions.
The study aims to present the construct of the child in the Poznań “Łejery” pedagogy, created by Jerzy Hamerski. The work of Jerzy Hamerski, co-created in 1985 also with the participation of Elżbieta Drygas, is unique in the country and 1990 resulted in the establishment of Primary School No. 83 in Poznań, which focuses on education through art and is called the “Łejery Republic”. The institution is governed by the “Little Constitution of the Republic of Ł.”. The research problem of the study is contained in the question: How does the construct of the child appear in the Poznań “Łejery” pedagogy? To answer the research question, the method of individual case analysis was used using the technique of source analysis (existing and elicited) and participant observation carried out by the author in the 2024/2025 school year. Among the existing sources, we can list publications issued by Poznań’s “Łejery” popularizing the concept of Jerzy Hamerski and Elżbieta Drygas, press releases and scientific studies. Among the elicited sources, we should list interviews conducted with the founder of “Łejery” on the premises of Primary School No. 83 in Poznań in the school year 2023/2024 and 2024/2025.The observation consisted of participating in the broadly understood “school life”. The author participated in lessons, was present during breaks between classes, during special events, events planned in the school calendar, as well as during theatre rehearsals and performances by students of Primary School No. 83. Social relations in the school, actions undertaken by students and the general atmosphere prevailing in the described social space were observed. A child, both in the “Łejery” school and in the entire “Łejery” pedagogy, appears as an agentive, autonomous, strong individual. Teachers and parents actively support children’s development. Children in Hamerski’s concept are also perceived as responsible and capable of transforming the world.
The article analyzes the significance of descriptive assessment, which – when combined with percentage-based records in the electronic gradebook – can have a substantial impact on the well-being of students aged 6–9. During this crucial early school period, children undergo rapid cognitive, emotional, and social development, which necessitates a flexible approach to both teaching and assessment. Traditional methods based solely on numerical grades often fall short of expectations and may lead to decreased motivation and emotional difficulties. Descriptive assessment, enriched with concrete percentage data, enables a more detailed and equitable evaluation of student achievements. This, in turn, supports the development of a positive attitude toward learning, enhances the sense of agency, and encourages active engagement in the educational process. Such an approach allows teachers to closely monitor students’ progress and adapt their teaching strategies to meet specific individual needs. The electronic gradebook not only facilitates communication between teachers and parents but also becomes a key tool in the educational process, fostering collaborative efforts to support the child’s development. The article presents both the advantages – such as increased transparency and accessibility of information – and the challenges that may arise during implementation, including the need for teacher training, time constraints, and concerns related to the protection of students’ personal data. Furthermore, reflections drawn from the practical experience of an early education teacher offer valuable insights into how modern digital tools can effectively support student development by enabling diverse and meaningful learning opportunities.
Touch is a source of information for a young child. It may evoke positive associations (with love, a parent’s care) or negative emotions (being in the hospital, participating in painful medical procedures). It is perceived in a certain way socially, and the child learns this through observation and imitation. This article aims to describe, from the perspective of social learning, the possibilities of learning positive touch in the relationship between a mechanically ventilated child and a parent. There is a lack of articles describing the role of the parent in internalising the touching behaviour of a mechanically ventilated child in light of social learning theory. As role models, parents demonstrate behaviours associated with positive touch in everyday situations, including during care activities performed while the child is lying down (washing the face and body). The possibility of systematically repeating these actions according to a specific pattern means that the child is repeatedly exposed to modelling stimuli. In this case, these include positive touch and verbal support through calming and soothing messages, which will create a lasting image of the behaviour being modelled.
The Education System Act specifies the governing bodies responsible for ensuring safe, hygienic conditions for care, education, and learning. Local government has many responsibilities, and one of the most important from a societal perspective is education. The aim of this research is to describe and analyze the role of municipal education policy in the perception of educational institutions amidst current changes and emerging educational dilemmas. This article is a case study of the functioning and performance of the local education system in a medium-sized city on the border of cultural and ethnic differences. The research findings indicate that the main problems affecting the Racibórz local government include: demographic decline, limited funding from the central government, and high social expectations. The demographic decline necessitates the creation of a new network of educational institutions. Domestic funding is supported externally through competitions, grants, and EU projects, among other sources. The analysis highlighted the role of municipal government in addressing local educational issues and its role in ensuring the quality of education in the city.
This paper presents a scholarly report on the SIM+VE project, an innovative program that integrates dialogic learning and simulation-based methodologies in teacher education. Drawing on six years of empirical data and published studies by Angelini from 2023 and 2024, the report synthesizes outcomes from over 650 participants across multiple countries engaging in authentic classroom and school scenarios through virtual exchange platforms. The SIM+VE project’s evidence base demonstrates significant improvements in knowledge acquisition, motivation, engagement, and critical higher-order competencies – including problem solving, critical thinking, and metacognitive growth – among pre-service and in-service teachers. These outcomes were measured using standardized rubrics, scenario-based assessments, reflective essays, and validated questionnaires drawn from previous research. By situating results within a robust theoretical framework and integrating longitudinal findings, this scholarly review shows how SIM+VE fosters professional identity development, intercultural competence, and inclusive learning environments. The program’s design principles and international collaborations position SIM+VE as a transformative, evidence-based model for advancing teacher education in diverse, modern classrooms.
Teacher well-being is a key factor that conditions the learning process and influences the pedagogical relationship. A study published by the European Commission (2023a) states that 50% of teachers experience stress at work and recommends that curricula include a component dedicated to “Personal, Social and Learning to Learn” key competence (2023b). For this study, using an autoethnographic methodology, we accompanied three preschool (kindergarten) teachers during their intervention with children with special needs in the family home, with the aim of understanding the constraints on teacher well-being when working in a non-formal setting. The analysis of the narratives presented by these professionals revealed several related categories and highlighted the need for effective support to foster emotional resilience. It is necessary to conduct more research on this topic with teachers from other levels of education and to use different research questions, methodologies, and contexts for further exploration.
School climate is the quality of school life that consists of relationships, norms, values, expectations, and a sense of security. How a student perceives their school and how they feel about it shapes their commitment to learning and achieving. The most important element shaping a positive classroom climate is the relationship between the student and the teacher. The teacher should be a supportive figure who assures the student that they can achieve set goals and that they can count on them if a problem arises. The engagement of parents in school life is also a crucial element that contributes to a positive school climate. Parents’ collaboration with the school community can boost students’ performance.
The aim of this article is to explore the concept of children’s agency in the context of contemporary educational change and to analyze how cooperation between preschool teachers and parents supports its development. The article presents the results of a qualitative content analysis of selected normative and pedagogical documents, including the current Core Curriculum for Preschool Education and the Preschool Graduate Profile. The purpose of this analysis was to identify the educational assumptions and practices that foster children’s independence, self-efficacy, and agency in preschool education. The study procedure included systematic coding and interpretation of key categories related to agency (autonomy, responsibility, cooperation, and self-reflection). The findings indicate that agency is treated as an evolving competence requiring coordinated support from teachers and parents, dialogic relationships, and an educational environment based on trust and participation. Recommendations include introducing reflective practices, co-creation of learning goals with children, and expanding teacher–parent partnerships to strengthen educational dialogue. The article contributes to pedagogical discourse by integrating national and international perspectives on agency and by highlighting the importance of educational innovation aimed at developing active, responsible, and resilient young learners.
The article explores the dialogical dimension of art therapy, considering its educational, therapeutic, and social contexts. Drawing on over thirty years of experience in both academic and therapeutic practice, the author presents art therapy as a space for authentic encounter, where dialogue is understood not merely as a method of communication, but as an attitude rooted in openness, attentiveness, and shared presence. Central to this reflection is the concept of accompaniment – a relational process characterized by a safe creative environment, a willingness to listen, sensitivity to the uniqueness of each encounter, and an embrace of diversity. Art therapy is portrayed as a collaborative process of meaning-making that demands authenticity and a readiness to engage with otherness. When approached dialogically, art therapy becomes not only a means of supporting individual development, but also a method of mutual exploration for both therapist and participant. The article outlines various qualitative research methodologies – including participatory observation, performative ethnography, hermeneutics, and narrative interviewing – applied within workshops conducted with children, adolescents, and adults. Particular attention is devoted to the concept of genius loci, understood not simply as the physical location of a workshop, but as the creation of an atmosphere and a distinct identity that nurtures emotional engagement and supports dialogical interaction. The author highlights the risks associated with poorly executed art therapy – such as insufficient training, oversimplified methods, and the neglect of ethical principles – which can exacerbate emotional difficulties and erode participants’ trust in the process.
Thomas Gordon is the creator of non-authoritarian pedagogy. In it, he speaks out against power relations – the use of force and fear in the contact of the educator (parent, teacher) with the pupil. He believes that the root cause of conflicts between educators and pupils is the use of communication barriers (judging, providing ready-made solutions, lack of empathy). He suggests that the relationship between educators and pupils should be based on respect for each other’s needs, love, and responsibility. He proposes the no-lose method based on the theory of equivalent (symmetrical) interpersonal relations between adults, children, and adolescents. This method equips educators with skills that help them establish proper relationships with their pupils and solve problems in a constructive way. Among these skills, Gordon includes: careful observation of behavior to identify own and pupil’s needs, identifying and accurately naming the problem at hand, using the language of acceptance in conversation, active listening, building a relationship based on mutual respect, resolving conflicts using the no-lose method, and building authority based on personal influence. The no-lose method is partially or fully used at schools, including in prevention and education programs, peer tutoring, and mediation. It is also a way of reducing school violence.
Well-being, as an integral element of sustainability, contributes significantly to economic, social and environmental progress. Strategic frameworks such as the OECD Well-being Framework highlight key factors influencing well-being in Finland, including skills and R&D, green transition, gender equality, health and social cohesion. In education, the recent decline in PISA science scores underscores the importance of strengthening well-being and investing in future skills. Well-being is commonly understood as how people feel and function personally and socially, shaped by emotional, cognitive, behavioural and relational dimensions. In recent years, it has become central to educational discourse, emphasising holistic learning, social-constructivist approaches and whole-child development. Within this broader context, our study analyses the relationship between well-being and creative thinking skills. We apply the CAT’s Model, which identifies four learning climates – sun, storm, space and soil – that foster creative attitudes and support the development of creative thinking skills. These climates promote inspiration, challenge, free thinking and the integration of diverse experiences. Classroom practices such as drama activities, play-based learning, interdisciplinary collaboration and critical thinking tasks illustrate how the model can be implemented effectively. The CAT’s Model develops creative thinking through expertise, imagination, critical thinking and the ability to form novel connections. Our study provides practical examples of the model in application. We conclude that creative processes allowing freedom of expression enhance well-being, influence learning across the lifespan and support the development of positive personal traits.
The aim of the article is to analyze the issues related to differences between generations and potential areas of difficulties and their overcoming in the educational dialogue between teachers, parents and students. The first part of the text establishes terminology and presents the method of distinguishing subsequent generations along with their brief characteristics based on a review of literature and Twenge’s research. The further part of the text indicates possible configurations of intergenerational relations and areas of potential difficulties in mutual understanding. Finally, opportunities for using the potential of each generation were identified.
This study aimed to examine the opinions of students, teachers, and parents regarding the inclusion process of children with special educational needs (SPE) in grades 1–3 of primary school. The research methodology was based on a diagnostic survey using questionnaires and interviews. The application of methodological triangulation contributed to obtaining a comprehensive view of the analyzed issue, which is crucial for drawing accurate conclusions and practical recommendations. This article presents an analysis of the obtained research results regarding the inclusion process, with a focus on the psychological well-being of students as described in the literature. The findings pertaining to the inclusion process in grades 1–3 of primary school enable a deeper understanding of the complex effects of this process and identification of areas requiring further support and improvement in educational practices. Due to the complexity of the issue, further research in this field is necessary.
The author indicates the multidimensionality of the understanding harmony in the development of preschool and early school children. It presents the issues of motor skills, sensitivity and empathy, and ballroom dancing as a tool for harmonizing children’s development. It presents the results of research carried out by a group of trainers working with children learning ballroom dancing. Analyzing the research results, she indicates that ballroom dancing, due to its specificity, affects development in various spheres: physical and movement, emotional, motivational, social, cognitive, as well as musical and aesthetic activity. Relationships between various developmental spheres stimulated by dance activity can support harmony in children’s development.
The study, which involved 743 Italian primary school children (47.5% girls; 51.7% boys) with an average age of 8.85 years (SD = 1.104), explores the representation and habits of use of new media. It probes the presence of devices in children’s bedrooms, their habits before falling asleep and when they wake up. The data highlight that the lifestyle of the subjects is characterized by a regular use of the smartphone that is also used in social spaces (restaurants, streets, parks, sea), and highlight a prevalent absence of active mediation by parents. It is observed that most children are active daily on their smartphones in a solitary way and that the rules set by their parents are present only in the minority of the sample. The PCA and Examination of Variance (ANOVA) were also performed. The results also showed that the habit of using the devices influences the results on the Scale Emotional adjustment. It is hypothesized that active mediation by parents and their presence represents a protective factor for children’s emotional development and acts as a regulatory element of digital behavior. The survey also provides food for thought for teachers who could support families, stimulating them to reflect on the importance of their active presence in the relationship with children through digital activity regulation.
This paper is to present the results of the research on how Ukrainian war refugees perceive the category of success in life. The information obtained shed some light on how the respondents understand success in life and which factors, in their opinion, contribute to achieving it. Additionally, the results unveil their opinions and beliefs regarding their own success in life and whether they believe achieving life success makes people happy. The full-scale war that has been ravaging Ukraine since February 24, 2022 has forced a significant Ukrainian population out of the borders of their own country. Fearing for their life and safety, most of them took temporary shelter in Poland. Scientific studies with Ukrainian refugees as participants are not something that scholars engage in frequently. There are many reasons for that, and the most important is the fact that a suitable and willing group of participants is hard to come by. However, researching this population has a very important social dimension, especially from the educational and psychological perspective, because the majority of Ukrainian refugees have been arriving in Poland with minor children, who are then enrolled in the Polish school system, are cared for by Polish teachers, and participate in Polish educational, socialisation, and adaptation processes. That is why, it is crucial to consistently investigate the refugees’ opinions on their personal and social life. Teachers are a particularly important group of readers who might benefit from this paper. It is them who are predominantly responsible for the processes taking place in the educational domain. Due to the vast numbers of refugee children and students from Ukraine taught in Polish kindergartens and schools, researching the topic of success and self-fulfilment factors may increase the effectiveness of teaching, upbringing, and care in educational institutions.
The paper focuses on the professional development of kindergarten teachers in the Czech Republic, presenting the results of a research survey conducted between April and September 2023. The study examines teachers’ motives for further education, available professional development opportunities and expectations related to the application of newly acquired knowledge in the innovation of the educational process in kindergartens, taking into account current changes in educational needs. The main aim of the research was to identify the educational needs of female teachers in the areas of child education, management and personal development. The qualitative research was conducted using a non-standardized interview method, which provided insight into the reasons and conditions of teachers’ professional development, as well as their opportunities to apply newly acquired skills in practice. The results were compared with similar research from 2017–2020. In particular, digital technologies and the desire to “keep up with the times” were identified as new learning needs. Teachers also expressed a lack of recognition of their professional work by parents and the public, which they perceived as a significant gap in practice.
School leadership seems to play an important role in promoting social justice goals in education, particularly in relation to students from historically disadvantaged and marginalized groups. This study is based on research concerning the perceptions and views of principals of secondary (level of) education in Thessaloniki (Greece) regarding social justice. Our research strategy was Case Study and our main technique was Semi-Structured Interview. Data were analysed with the Thematic Analysis. According to the results, the principals in our study perceived social justice as providing equal opportunities, equal participation, and inclusiveness of all students in the school. The participants in our research appreciate that with the assistance of all members of the school community, there are opportunities to implement social justice in schools. Finally, principals in our research believe that training is needed, as well as changes in administrative and educational practices that promote social justice.
