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Social Psychology of Education

, Volume 22, Issue 3, pp 687–700 | Cite as

Success stories of educators with socially neglected students: perceptions and support strategies

  • Anat KoremEmail author
Article
  • 54 Downloads

Abstract

Socially neglected students are those who are unnoticed by their peers. Over time, this neglect may have a negative impact on their socio-emotional development. Therefore, the present study aimed to focus on educators’ perceptions and support strategies regarding these students. Ten case studies were analyzed, in which educators reported that they had succeeded in supporting a student who was unnoticed by the peers. It was found that prior to the support process, the educators described these students as lacking characteristics common to the peer group. Three objectives were identified in the educators’ support strategies: (1) strengthening the student in himself, (2) teaching the student social skills and (3) increasing the student’s involvement within the peer group. Success in the support process, however, was perceived by the educators as being primarily connected to achieving of the third objective. This indicates that educators attach great importance to the normative social involvement of socially neglected students. Alongside with these positive findings, some critical aspects regarding the essence of the educational support intervention and its objectives are raised.

Keywords

Social status Socially neglected students Social withdrawal Social competence Social skills Intervention 

Notes

Acknowledgements

This study was supported by the Research Authority in Levinsky College of Education.

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Faculty of EducationLevinsky College of EducationTel AvivIsrael
  2. 2.The Seymour Fox School of EducationThe Hebrew University of JerusalemJerusalemIsrael

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