1. AT RISK PUPIL´S ATTITUDES TOWARDS THE QUALITY OF SCHOOL LIFE OPPORTUNITY AND PROTECTION AS RESOURCES FOR AT-RISK PUPIL´S WITHIN THE SCHOOL LIFE Věra Vojtová Associate professor, Masaryk University, Brno, CZ Transforming Troubled Lives SEBDA’s International Conference being Keble College, Oxford 15 th - 17 th September 2010

2. CodeMSM Identity code 0021622443 Title Special Needs of Pupils in the Context of the Framework Educational Programme for Elementary Education Research Institution Research Institution Masaryk University Masaryk University Place Place Faculty of Education, Masaryk University Main Researcher Main Researcher prof. PhDr. Marie Vítková, CSc. Period Period2007-2013

3. Inclusive Education of Pupils with Emotional and Behavioural Disorders Research aim  Empirical research in mainstream schools with focus on: pre-school facilities, primary schools, counselling services offering preventive educational care and institutional care.

4. Research 2006 - 2013 Goal group At-risk children - challenging children Course Pedagogical tool for investigating at-risk children´s attitudes towards the quality of school life. Goal Empowering the teacher´s competences

5. Education as a risk factor  6 % of population from 15 to19 do not finish education (OECD, 2007)  3,5-4 % of cz population finish mandatory education in lower grade than 9th  15-30 % among the children with behaviour difficulties (Barr, Parret, 2001). Lack of education Exclusion Risk for Quality of life Outsider School failure

6. Education as a protective factor SEN Competences Empowerment, resilience Joy at learning Social nets Lifelong learning Opportunit y Respect

7. The School Life Evaluation Scale The school environment scale  6 dimensions with 35 questions Self-evaluation of behaviour  6 questions Introspection (self-report) Likert-type scale 1596 responends - 12 – 15 years old

8. Self evaluation scale_distribution

10. Relation between the pupil´s school evaluation and negative self-evaluation of Behaviour (SSc-indipendent, BSc-dependent variable) Parametry regresního modelu a korelační koeficienty (sebehodnocení = závisle proměnná) Výsledný úsporný model je konstruován z položek, jež vykazují nejtěsnější souvislost se škálou sebehodnocení chování 35 indicators R=0,504 7 indicators Rsquare 0,25 – simplification

11. Simplified model  Issues of the highest values of correlation and regression parameters  By the means of the stepwise method the software found the variables with the highest informative value.  Its explanatory power in comparison with the model, where all the variables were included, decreases only minimally.

12. Opportunity and protection as resource for At-risk children within the educational processes Processes of social interaction I feel myself being important people respect me Teachers do not like me I feel lonely Processes of learning I can reach good results I am usually satisfied with what I do Processes of support Teachers help me when I don't know how to proceed with an assignmentI

13. Dimensions of school environment scale (i) the overall satisfaction with school, (ii) the perception of one's own success and opportunity in learning, (iii) negative experience, (iv) the teacher-pupil relationship, (v) the school status of pupils, (vi) the formation of identity

14. The questionnaire originally by Williams, Batten (1981); Binkley, Rust, Williams (1996); Dinkes, Forrest, Lin-Kelly (2007). The software SPSS (Statistical Package for Social Sciences) [Norušis, 1998].