Socio-educational Support Research Articles

Developing a Comprehensive Framework for Socio-Environmental and Educational Support to Enhance Student Learning

Aims: This research aims to comprehensively explore the intricate concepts surrounding Socio-Environmental and Educational Support for student learning. Grounded in an extensive analysis of open-access databases, the study leverages reputable platforms such as Sage Journals, Scopus, Google Scholar, ERIC, JSTOR, Emerald, Science Direct, SpringerLink, Taylor and Francis, and DOAJ to provide an overarching perspective on socio-environmental and educational support.
 Study Design, Place, and Duration: Utilising strategically crafted keywords, the investigation delves into pivotal dimensions of socio-environmental and socio-educational support within student learning. Conceptually framed within Bronfenbrenner's socio-ecological theory (1979, 1995), the study synthesises secondary data and contemporaneous literature reviews from diverse perspectives. The research proposes a nuanced framework with four integral components—home environmental support, school environmental support (including teacher and peer support), community support, and virtual environmental support.
 Methodology: The research adopts a comprehensive approach, synthesising secondary data and contemporaneous literature reviews. Employing Bronfenbrenner's socio-ecological theory as a conceptual framework, the study utilises strategically crafted keywords to explore pivotal dimensions of socio-environmental and socio-educational support for student learning. A systematic review of 158 studies closely aligned with the core theme was conducted, incorporating both published and unpublished sources. The grey literature technique was employed to enhance the study's robustness, allowing for in-depth analysis and conceptualisation of insights not readily available in commercial publications.
 Results: The research comprehensively explains the dynamic interplay between socio-environmental factors and educational support in optimising student learning experiences. The proposed framework, encompassing home environmental support, school environmental support (including teacher and peer support), community support, and virtual environmental support, offers a nuanced perspective on effective strategies for fostering an environment conducive to student learning.
 Conclusion: In conclusion, this study thoroughly explores Socio-Environmental and Educational Support for student learning. By embracing diverse sources and employing a systematic approach, the research offers valuable insights into the complex interrelationships among socio-environmental factors, educational support, and student learning experiences. The proposed framework serves as a foundation for future discussions and the development of effective strategies to enhance the learning environment for students.

“My Father Put Me in a Patera So I Could Study”: Key Aspects of Socio-Educational Support for Minors Who Migrate Alone

The migration process for minors who migrate alone represents a complex reality, one entailing exciting life projects but which often clashes with a host society that at times responds in a way shaped by stereotypes and prejudices. In this regard, the role of public and private institutions responsible for the care and custody of these minors is of the utmost importance. This is the point of departure of this study: to explore the multicultural and inclusive practices that are implemented in the process of socio-educational support for minors who migrate alone. Taking as a reference the closest context, as a case study, and employing a qualitative methodological approach, 16 semi-structured interviews were conducted with professionals from Centers for the Protection of Minors, Institutes of Compulsory Secondary Education (secondary schools), and third-sector entities involved in socio-educational intervention with minors who migrate alone in the province of Cordoba (Spain). The results show, firstly, the complexity of the process behind the socio-educational inclusion of these minors, mainly due to their backgrounds; and, furthermore, the role of the different expectations of the professionals involved with regards to this group’s educational and labor-oriented development, along with the importance of the diversity of socio-educational intervention strategies used, focused on individualized attention and with a comprehensive approach. In conclusion, the findings of this study highlight the importance of tackling the task of socio-educational care in a coordinated manner, without forgetting the cultural backgrounds and previous experiences that these minors have when they join these protection and educational systems. It is, therefore, necessary to continue to implement these inclusive practices that promote the comprehensive development of minors and facilitate their transition to adult life, as should be done with any other minor facing situations of social vulnerability.

Socio-educational support in exercising citizenship: analysis of an out-of-school programme with adolescents

ABSTRACT The aim of this article is to analyse the educational strategies used by educators in out-of-school educational programmes for young people between 12 and18 years old. Taking an ethnographic approach, data collection was carried out through participant observation at seven programme sites where the participants assumed different levels of responsibility. The ‘youth-adult partnership’, which involves people of different ages working together to spark changes in their environment, was used as an analytical framework. The main results showed the use of similar strategies across the different sites, notably including the establishment of relationships of trust and support, giving participants a voice in decision-making processes, and developing critical thinking. However, the type of task, the time spent on it and consistency in relationships seemed to be key factors in choosing specific strategies that encouraged involvement and decision-making.

Use of Digital Social Media in Socio-educational Support

Cet article porte sur les usages numériques dans le cadre de l’accompagnement socioéducatif, sous le double rapport de la médiatisation et de la médiation numérique. En s’appuyant sur une série d’entretiens réalisés en 2018 et 2019 auprès de professionnels de la jeunesse engagés dans le dispositif « Promeneurs du Net » et qui utilisent les réseaux sociaux numériques les plus courants (Facebook, Instagram, Snapchat, etc.) dans le cadre de leur activité professionnelle, cet article présente une typologie des modes de « présence éducative sur Internet » (la présence, l’articulation, la participation) qui coexistent au sein de ce réseau professionnel. L’hétérogénéité des « manières d’être » promeneur du Net et d’exercer avec et sur les réseaux sociaux numériques apparaît comme le résultat de l’appropriation individuelle et collective des dispositifs sociotechniques et de la traduction localisée des intentions socioéducatives contenues dans le dispositif « Promeneurs du Net ».

PECULIARITIES OF SOCIO-EDUCATIONAL SUPPORT FOR WOMEN EXPERIENCING DOMESTIC VIOLENCE IN THE CONTEXT OF A PANDEMIC

The article deals socio-educational support for women experiencing domestic violence in the context of a pandemic. Domestic violence is a fairly common problem, but it is still often overlooked. It is usually analysed from a purely social or criminogenic perspective. There is a lack of a holistic approach to the phenomenon of violence, emphasizing the possibilities of educational empowerment. In the context of the pandemic, the possibilities for both social assistance and educational empowerment have changed. The information disclosed in the article is relevant for institutions and communities that face with the need to organize professional help for domestic violence victims during the Covid-19 pandemic situation. The theoretical parts of article contain the analysis of the publications made on the domestic violence and socio-educational support, educational empowerment process of the review. The empirical part of the research present how Covid-19 pandemic situation affects the provision of socio-educational assistance to women experiencing violence.

Oportunități de optimizare a serviciilor socioeducaționale de sprijin accesibile elevilor cu dificultăți de învățare în ciclul primar

In Romania, since 1989, new trends have emerged in terms of transforming the educational system, so that it becomes accessible to all and offers equal opportunities for the beneficiaries of education. The aim of this research is to provide a multidimensional image of the socio-educational support environment accessible to students with learning difficulties/specific learning disabilities integrated in mainstream primary education in Oradea, from the perspective of the information, opinions and visions provided by primary education teachers and special pedagogues. The questionnaire based survey conducted among teachers in mainstream education allowed to obtain an overview of the issues analyzed in terms of opinions and evaluations. The focus group interview with participation of expert stakeholders aimed to obtain information from the social actors involved through their expertise and/or professional activity in the educational inclusion of students with learning difficulties. The overall picture of the research denotes that schools can provide specialized educational services for students in need, with only a small minority of schools not having the necessary conditions to provide these services. However, the research also shows that due to lack of knowledge or motivation, a significant share of the surveyed teachers do not use the various compensatory measures put forward in the national methodological recommendations that would contribute to improving students' chances. Primary school teachers would need, in this regard, to gain more expert knowledge from innovative models, experiences and good practices in the field.

Instrument Development for Socio-Educational Support and Socio-Educational Participation towards Educational Well-Being

The current study aims to develop and validate a questionnaire instrument to measure the socio-environmental support, socio-educational participation and educational well-being indicators using Exploratory Factor Analysis (EFA) and Reliability Analysis among secondary school children in Sri Lanka. The indicators used in the analyses were based on sociological theories, and several past empirical studies identified to have three main constructs. The socio-environmental support construct which is based on Bronfenbrenner’s (1989) ecological theory. The socio-educational participation construct which is developed in line with the Social Capital Theory (Putnam, 1993) and students' educational well-being construct, which was developed based on the Psychosocial Well-being Framework of Sri Lanka (2009). The pilot study was carried out, consisting of 50 secondary school children in Sri Lanka. The study results revealed that the value of Kaiser-Meyer-Olkin (KMO) test results for all constructs was above the cut-off level of 0.5. The Exploratory Factor Analysis of this study demonstrated that 35 items of socio-environmental support construct, 21 indicators of socio-educational participation construct, and 28 items of educational well-being construct were valid for measuring all those constructs. Reliability Analysis shows that each construct and indicators have good internal consistency values. Received: 20 May 2021 / Accepted: 23 July 2021 / Published: 5 September 2021

Socio-Educational Support Deficits in the Emancipation of Protected Youth in Spain.

BackgroundThe process of transition to adult life of youth with a record of protection is crucial to overcome the difficulties to achieve an independent life.ObjectiveThis research aims to analyze the conditions under which protected youth are emancipated, as well as the factors that facilitate emancipation.MethodA qualitative study was performed with three samples: longitudinal follow-ups with youths when they exit the system and during 12 months (N = 24); life stories of youths who have exited the child welfare system at least 2 years ago and a maximum of 5 years ago (N = 22); interviews with professionals conducting their intervention in adolescent protection resources (N = 18).ResultsThe results indicate that protective action is not enabling youths’ learning in normalized contexts, which negatively affects the conditions under which emancipation occurs. The experience of the protective action conditions the tendency to benefit from the post-majority socio-educational accompaniment.ConclusionsThe importance of socio-educational intervention continuing during the first moments of emancipation, providing professional accompaniment to the entire collective, is highlighted.

L'educació popular

<p>L’article presenta molt breument en què consisteix l’educació popular tal com s’entén avui a França (un concepte que a Catalunya identifiquem, en bona mesura amb els plantejaments de l’educació social basats en l’acompanyament socioeducatiu, el desenvolupament comunitari i les propostes Paulo Freire en relació a l’educació d’adults). A l’article se’n descriuen les característiques, principis i orientació, sempre en favor del progrés i la transformació social. Se’n destaca l’orientació emancipadora i la l’acció a través del vincle, l’acció col·lectiva i el compromís militant amb la justícia i l’emancipació social. La finalitat de transformació social que té el projecte de l’educació popular està sotmesa a dos objectius: la conscienciació i el desenvolupament del poder d’actuació. Tot seguit es fa un recorregut històric de l’educació popular a França, que posa en valor el paper que van jugat les Maisons des Jeunes et de la Culture, de principis del segle XX, fa referència al declivi que va viure en arribar la dècada dels 90 (amb l’afebliment de l’estat del benestar i l’augment de l’individualisme) i la pervivència en l’actualitat, en què continua sent un referent per als professionals del treball social, i segueix representada per institucions rellevants com l’AFEV, els centres Léo Lagrange, Les Petits Débrouillards o els CEMÉA.</p>

De dos a tres: cambios y necesidades familiares ante el desafío de la paternidad

La llegada de los hijos al núcleo familiar constituido por la pareja supone una etapa crucial en el ciclo evolutivo familiar, hasta tal punto que algunos autores sitúan aquí el propio inicio de una nueva familia. Además de la importancia que tiene este momento, es evidente que las dinámicas e interacciones familiares previas a la paternidad cambian y, con ello, se generan nuevas necesidades que requieren de apoyo socioeducativo.Concretamente, este trabajo busca analizar las dinámicas de pareja con hijos, para lo que han participado 261 personas (53.6% mujeres y 46.4% hombres) mediante un cuestionario de 11 ítems centrados, por un lado, en la toma de decisiones respecto a los hijos y, por otro, en la implicación y dedicación en las tareas de crianza y educación de los hijos. Aunque los resultados generales son positivos, se debe prestar atención a cierta dificultad para llegar a acuerdos con la pareja sobre los hijos y, sobre todo, a la tendencia a que un miembro de la pareja suela ser el que dedique más tiempo a la crianza y cuidado de los hijos, a ayudarles con los deberes y a mantener relación con el centro escolar. El reparto desigual de tales tareas puede estar relacionado con el sentirse desbordado, especialmente en el caso de las mujeres.

How best to serve at-risk youths? A critical evaluation of Germany’s socio-educational support abroad program

As a last resort for Germany’s most at-risk youths, socio-educational support abroad has been practiced for more than 40 years. Far removed from Germany, difficult to educate youths receive social educational assistance in a variety of formats. The present article discusses this special social work concept that currently figures little in international child welfare discussions. It begins by introducing the concept of projects abroad, then moves on to present evidence of the program’s effectiveness from the client’s perspective. It will become apparent that a large gap exists between socio-educational goals and implementation, a background against which the discussion on appropriate child welfare interventions must be (re)visited.

Alianzas entre centros escolares y organizaciones de apoyo socioeducativo en torno al soporte escolar

The creation and consolidation of partnerships between schools and socio-educational support organizations is considered a success key factor both for learning and for the development of academic support. The present study aims to identify favorable conditions for the configuration of partnerships between schools and socio-educational support organizations. This work has applied a sequential research design as well as qualitative techniques to analyse the perceptions of 16 socio-educational support organizations in United States and Spain regarding the configuration of solid partnerships with schools. During the first phase of this study, 11 semi-structured interviews have been carried out alongside 3 discussion groups. In a second phase, 4 good practices have been analysed in order to verify the preliminary results obtained. The final results derived from this study show that the development of partnerships between institutions is mediated by the quality of the academic support, the vision of the professional teams, the coordination among institutions and the evaluation of processes and actions. These findings have allowed us to offer an interpretative framework to identify favourable and distorting elements for the construction of partnerships and, consequently, for the success of academic support. Hence, we may highlight that the goal of educational success in contexts of complexity and social and cultural diversity benefits from the collaboration between institutions, which are able to identify institutional strengths and weaknesses, to analyse context’s opportunities and threats and to plan collective processes and actions

Educación, salud y pobreza. Programa CaixaProInfancia en Murcia: Estudio de casos

Introducción: Los informes sobre pobreza en España muestran la situación en la Comunidad Autónoma de la Región de Murcia y su incidencia en la infancia, en sus condiciones de vida, en su salud física, mental y social (UNICEF, 2012; FOESSA y Cáritas, 2014; Save the Children, 2015; EAPN-ES, 2012, 2016; Observatorio de Sostenibilidad, 2016). En España, la Obra Social de la Fundación “la Caixa” puso en marcha el programa CaixaProinfancia (CPI) para dar apoyo socioeducativo la infancia y sus familias, en situación de vulnerabilidad por causa de la pobreza. Este estudio forma parte de un proyecto más amplio, liderado por el grupo PSITIC de la Universidad Ramón Llull. Objetivo: Conocer los efectos que está produciendo el programa en la educación y en la salud de las familias e infancia, en situación de pobreza y vulnerabilidad social, en la Región de Murcia. Metodología: cualitativa, se concreta en la realización de un “estudio de casos”. Datos: muestran la mejora en sus condiciones de vida y en la salud de la infancia y sus familias. Conclusión: Quienes han participado están muy satisfechos por los beneficios obtenidos, así como con quienes lo desarrollan (profesionales). Proponen nuevas actuaciones en educación sexual, alimentación, deporte y orientaciones educativas con los hijos e hijas.

Análisis de la práctica profesional del educador social en centros de educación secundaria

This article focuses on the social educator as a professional in the social education context who is qualified to carry out social education activities in schools, taking on functions aimed at resolving situations and problems that affect students and families. The main objective of this study was to see which professionals were responsible for attending to the socio-educational needs that arise in secondary schools in Spain’s different Autonomous Communities, and to analyse what functions they carry out. It is a descriptive-correlational study in which a digital questionnaire was given to a sampleof 440 agents of socio-educational intervention. Descriptive techniques of central tendency and dispersion as well as correlational and inferential techniques were used through non-parametric testing of hypotheses. The results show that the social educator is a professional that performs social-educational functions addressed to attending to situations of conflict or needon a more regular basis than other professionals who work in schools. The results show that the work of social educators focuses mainly on actions aimed at preventing absenteeism and controlling the students as they arrive at school, tasks of detection and prevention of risk factors, organising parents’ schools and information programmes, conflict mediation, development of communication programmes, socio-educational support and assessment for the educational community, and preparation of cultural events.

Culturally responsive pedagogy: socio-educational support and community engagement for educational development of aboriginal students

Culturally responsive pedagogy: socio-educational support and community engagement for educational development of aboriginal students

Socio-educational support opportunities for young job emigrants in the context of another cultural environment

One of the main reasons of emigration of young people is a lack of opportunities to realize their own potential, to state themselves as full valued individuals. In this aspect, problems of emigration appear in the areas of social work and socio-educational support. Problems of social or socio-educational support are discussed and presented not enough, concerning young job immigrants in theoretical and practical levels, as well. In the most cases the respondents have mentioned friendly and positive relationships with people of the same nationality and with people of different nationalities as well: together organized leisure activities, celebrations, holidays. Research data analysis shows that mostly job centres help immigrants to deal with job search and with consultations as well. On the other hand, it is obvious that young job immigrants are coming to other country to their relatives or friends who have emigrated earlier and have organized their living conditions quite well. Generalizing the research results the activities of a social worker or social pedagogue that are needed for young job emigrants during integration process in changed socio-cultural environment could be defined: it is support during adaptation period, support in the process of job search, legal, educational and health support, as well as organization of cultural activities for immigrants.

The Peculiarities of Socio-Educational Support of the Future Specialist Professional Formation in Higher Education

Socio-educational support in the process of education modernization should exhibit humanitarian nature, flexibility, non-violent and “non-intrusive” character of the educational process that can directly relate to the needs and interests of its members. The heightening attention to every member of the educational process marks the idea of socio-educational support of the specialist’s professional development top-priority. In this regard we have identified and described the content of the socio-educational support of a future specialist professional development in higher school that involves creating favorable conditions for personal development, social self-determination and professional establishment of the subjects of education in particular organizational and pedagogical forms, as well as successful possessing necessary competencies in the process of teachers’ and students’ interaction. The submissions of the article can be valuable for the higher-education teaching personnel and advisors in the educational institutions of both higher and secondary professional education.

Perceived Social Support and Well Being: First-Year Student Experience in University

The current study explored first-year student experience in receiving social support and its relation to their ability to adapt with university ethos. It also explored how social support on academic adjustment, social adjustment and emotional adjustment among students were significantly associated with student well-being. This qualitative research utilized individual semi-structured interview protocols to gather narrative data from 16 university students. All students were interviewed twice in order to see changes and developments in receiving social support from university community, peers and family members. Data were tape-recorded, transcribed and analyzed by using thematic approach. It was then coded by independent coders. It has been found in this study that academic adjustments, social adjustment and emotional among new students are dependent on their abilities in receiving socio-educational support from friends (supportive friendship) and families. Results also revealed the powerful influence of parents and the importance of socio-relationship for student wellbeing. This study suggests that the concept of social support should go further than simply identifying it within the context of a university. Findings of this study also indicate the importance of student community, senior students and family-networks in adapting to a new learning environment. There are cumulative evidences from this research to suggest different types of networks in a multicultural university. Students’ self-management skills are found to be vital for smoothness of transition to universities.

Socio-educational support and Arabic language practices among secondary school students

This study aimed to identify how the social environment in school and family affect the usage of Arabic language among Muslim students. This study also aimed to identify students? competency in Arabic language communication skills, Arabic language speaking practices and the usage of Arabic language among Muslim students in secondary schools. The study utilized survey method where questionnaires were administered to 100 secondary school students who learned Arabic language. Collected data were analyzed using descriptive and inferential statistic. Findings indicated that most students had a low level of Arabic language competency. Majority of the respondents have limited Arabic language vocabulary. Findings also suggest that Arabic language speaking practice among them is moderate. Many respondents received low socio-educational support in learning Arabic language at a school level. Findings also showed that the weakness in the social support system in learning Arabic language has affected the Arabic language speaking practices. Therefore, the schools are suggested to arrange activities that could encourage the usage of Arabic language among the students. Re-strategizing the current support and practice to improve students? ability in using Arabic language is needed

A formação de educadores na educação não formal pública

O artigo se ocupa da discussão sobre a educação não formal no Brasil contemporâneo. Como subsídios, toma dados de uma pesquisa realizada na Universidade Federal do Rio Grande do Sul sobre o Programa de Apoio Socioeducativo (Sase) e de experiências empíricas da Associação dos Educadores Populares de Porto Alegre (Aeppa), como entidade de formação de educadores populares. Os resultados demonstram que o programa socioeducativo público usa um modelo de ensino-aprendizagem híbrido entre a pedagogia e a assistência social, com lacunas quanto à sistematização e avaliação das atividades, aos conteúdos e à formação dos profissionais que nele atuam.