Educational Institutions Prioritizing Mental Health to Prevent Exhaustion
In recent years, schools across the country have been transforming into all-day institutions, a shift that has brought about a new set of challenges.
One of the most pressing issues is the influx of refugees, which has made classes increasingly heterogeneous. This diversity, while enriching, has put a strain on resources and necessitated a more flexible approach to teaching.
Spatial conditions in schools are another concern, with many facilities deemed intolerable. The deterioration of school conditions, evident since 2015, has only exacerbated these issues.
The GEW survey of school principals reveals that schools are experiencing inadequate daily conditions. The study indicates that principals are suffering under the circumstances, working beyond their capacity and relying on support from educational policy that is often lacking.
Teachers are also struggling to keep up, with many classes lacking the necessary staff. The pedagogical concepts for daily school life are currently in transition, but neither pedagogues nor teachers are adequately prepared for the increasing all-day school structure.
More social work and pedagogical guidance are necessary, but there is a lack of administrative staff to alleviate the situation. Lessons are frequently canceled as a result, further disrupting the learning process.
The Opportunity Program, established in 1967 to support schools with many socially disadvantaged students, has provided some help, but it came almost a decade later. Last year, the program was revitalized, offering a glimmer of hope for schools in need.
Despite these challenges, principals are keeping schools running in a precarious situation. The situation in schools has been known to require more social work and pedagogical guidance, and it is unlikely to see a swift improvement.
