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Using grounded theory, interviews with educational professionals, and case studies, it identifies school adaptation and monitoring deficits, concluding that pandemic education policy overlooked social factors driving exclusion.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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with Social Difficulty in Spain during the Covid-19 Pandemic  \nDeibe Fernández-Simo*1, Xosé Manuel Cid-Fernández2 and María Victoria Carrera-Fernández2  \n• Students with administrative care measures have historically faced difficulties in achieving school goals. The Covid-19 pandemic forced the declaration of a lockdown, which accelerated changes in the schools’pedagogical actions. This investigation analyses the strategies used by the educational system to promote the academic inclusion of students who have an open protection file in the child welfare system within the context of Covid-19 . Two different phases are compared: Phase 1) from the March lockdown to the end of the 2019/20 school year; Phase 2) The first six weeks of the beginning of the 2020/21 school year. Longitudinal follow-ups were carried out with adolescents in care with a sample of N = 10 (Phase 1) and N = 11 (Phase 2) . Based on the grounded theory, information is supplemented by case studies through interviews with educational professionals, N = 14 (Phase 1) and N = 11 (Phase 2) . The results indicate deficits of schools’ adaptability to the situation of the students suffering social exclusion and difficulties in monitoring when students do not attend school in person and do school activities at home. It is concluded that the design of the educational policy applied in the context of the pandemic does not take the social factor into account.  \nKeywords: child welfare, social exclusion, disadvantaged schools, educational opportunities, Covid-19, inclusion  \n1 *Corresponding Author. University of Vigo, Spain; jesfernandez@uvigo.es.  \n2 University of Vigo, Spain.  \n188 deficits in the socio-educational school inclusion strategy for students with    \nPrimanjkljaji v strategiji vključevanja socialnoizobraževalnih šol za srednješolce s socialnimitežavami v Španiji med pandemijo covida-19  \nDeibe Fernández-Simo, Xosé Manuel Cid-Fernández in María Victoria Carrera-Fernández  \n• Srednješolci, deležni ukrepov administrativne oskrbe, so se že v pre-teklosti srečavali s težavami glede doseganja učnih ciljev. Pandemijacovida-19 je povzročila razglasitev zaustavitve javnega življenja, kar je pospešilo spremembe v pedagoškem delovanju šol. Ta raziskava analizira strategije, ki so jih uporabili izobraževalni sistemi, za spodbujanjeakademskega vključevanja adolescentov, ki imajo odprt status varovanja v sistemu varstva otrok znotraj konteksta covida-19. Pri tem primerjamodve različni fazi, in sicer: fazo 1) od marčevskega zaprtja do konca šolskega leta 2019/20; fazo 2) prvih šest tednov začetka šolskega leta 2020/21 . Longitudinalna nadaljnja spremljanja so bila izvedena z mladostniki voskrbi z vzorcem N = 10 (faza 1) in N = 11 (faza 2) . Upoštevajoč utemeljeno teorijo, so podatki dopolnjeni s študijami primerov, ki smo jih izvedli prek intervjujev s pedagoškimi strokovnjaki, N = 14 (faza 1) in N = 11 (faza 2) . Izsledki nakazujejo primanjkljaje v zmožnosti šol po prilagajanju na položaj mladostnikov, ki trpijo za socialno izključenostjo, in natežave pri spremljanju, kdaj se ne udeležijo pouka v živo in raje opravijo zadolžitve doma. Ugotavljamo, da načrt izobraževalne politike, ki je bil uporabljen v kontekstu pandemije, ne upošteva socialnega dejavnika.  \nKljučne besede: varstvo otrok, socialna izključenost, prikrajšane šole, možnosti izobraževanja, covid-19, vključenost  \nIntroduction  \nDue to their social vulnerability, adolescents with administrative care measures present specific difficulties that facilitate their school exclusion. These are minors for whom the public administration has to take protective measures to guarantee their right to grow up in an appropriate environment in which their personal needs are met. Their biological families do not provide the support and care that young people need. It is common for these adults to act negligently, so minors do not h","cbCaijiSULBnyqVE","https://ap.wps.com/l/cbCaijiSULBnyqVE","pdf",173838,18,"English","# Introduction\n## Study focus and participant context\n## Background on educational exclusion\n## Covid-19 impact on supervision and support","[{\"question\":\"What group does the study focus on in Spain during Covid-19?\",\"answer\":\"It focuses on adolescents with administrative care measures and an open protection file in the child welfare system, who face specific difficulties that facilitate school exclusion, especially due to lack of family and social support.\"},{\"question\":\"How does the research compare the Covid-19 period?\",\"answer\":\"It compares two phases: Phase 1 from the March lockdown to the end of the 2019/20 school year, and Phase 2 covering the first six weeks of the 2020/21 school year.\"},{\"question\":\"What deficits are identified in school strategies during the pandemic?\",\"answer\":\"The results indicate deficits in schools’ adaptability to students experiencing social exclusion and difficulties in monitoring when students do not attend in person and instead do home-based activities.\"}]","Deficits in the Socio-Educational School Inclusion Strategy for Students with Social Difficulty in Spain during the Covid-19 Pandemic | PDF",1792086817,45]