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The work analyzes how parents’ mental illness influences children and what support these families require. 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Between a SchoolCentred Focus on Education and Family Needs  \nUlrike Loch1  \n• The results of PISA studies over recent years have revealed the social selectivity of the scholastic education system. Based on my empirical research on families with mentally ill parents, I show how, for the children involved, social exclusion begins before they even start school. I also show how parents’ mental illness is seen to affect children, and what support such families require. The findings demonstrate how important it is to take family coping situations into account in education discourse concerning child and youth welfare services and formal education systems.  \nKeywords: child and youth welfare, child protection, social exclusion, mentally ill parents, ethnography  \n1 Institute of Educational Science and Research, University of Klagenfurt, Austria; [Ulrike.Loch@aau.at](Ulrike.Loch@aau.at).  \n94 the family as a place of education . between a school-centred focus on ...  \nDružina kot mesto edukacije. Med izobraževanjem osredinjenim na šolo ter družinskimi potrebami  \nUlrike Loch  \n• Izsledki študije PISA so v zadnjih nekaj letih pokazali na socialno selektivnost sholastičnega edukacijskega sistema. Na podlagi empiričneraziskave o družinah s starši z duševnimi težavami pokažemo, kako se za vpletene otroke socialna izključenost začne, še preden začno šolanje. Pokažemo tudi, kako duševna bolezen staršev vpliva na otroke inkakšno podporo potrebujejo take družine. Izsledki kažejo, kako pomembno je, da v edukacijskem diskurzu upoštevamo tudi situacije, s katerimi se spoprijemajo družine in socialne službe, ki jih spremljajo.  \nKljučne besede: dobrobit otrok in mladostnikov, varstvo otrok, socialna izključenost, duševno bolni starši, etnografija  \nIntroduction  \nThe basis for the following exposition is my empirical study “Kinderschutz mit psychisch kranken Eltern”(Child Protection with Mentally Ill Parents, Loch, 2014a). As part of this study, I accompanied children’s social care service staff in Germany and Austria as an ethnographer while they processed child protection cases. My research focused on families in which the parents were mentally ill.  \nThe following relates to the current discourse on families as a place for education and the effects this has on families receiving support from child and youth welfare services. Based on the example of families with mentally ill parents, I examine how the current trend towards education in child and youth welfare is affecting families coping with difficult situations. Specifically, I study the question of how a school-focused understanding of education affects child and youth welfare in practice, as well as on the support processes arranged in this context with families. This question is investigated based on a case example, preceded by a fundamental examination of the current discourse on education and the social living environment of families with mentally ill parents.  \nThe family as a place of education in social discourse  \nIn Germany and Austria, one significant factor for the current discourse is acknowledging that the two countries’ education systems reproduce social inequalities. The results of PISA studies in recent years have revealed the social selectivity of the scholastic education system. For Austria, analyses of PISA data from 2009 show, among other things, that: “While, for example, 75% of 15- to 16-year-olds whose parents achieve upper secondary qualifications as their highest educational level also attend a school at that level, that number falls to 23% when parents only attend the minimal amount of compulsory education” (see Bacher, Leitgöb & Weber, 2012, p. 432) . In Austria and Germany, these repeated PISA results have led to discussion among academics and social policymakers, as well as within educational institutions, about the future development of the school education system and the importance of informal education. In the context of in","cbCaisQMX3VYE29o","https://ap.wps.com/l/cbCaisQMX3VYE29o","pdf",170820,21,"English","# Introduction\n## The family as a place of education in social discourse\n## The family as a place of education alongside the school","[{\"question\":\"How do PISA results relate to social exclusion before school?\",\"answer\":\"PISA results demonstrate the social selectivity of scholastic education systems. The study’s evidence indicates that social exclusion begins for affected children before they even start school.\"},{\"question\":\"What does the research say about the impact of parents’ mental illness on children?\",\"answer\":\"The findings show that parents’ mental illness affects children and shapes what support such families need. This includes considering family coping situations in education and welfare discourse.\"},{\"question\":\"Why does the article link family education with school success?\",\"answer\":\"The discourse presented in Germany and Austria treats families as key educational settings alongside school. The article explains that family-based education and educational achievements influence scholastic success, while also raising how schools can respond to family contexts.\"}]","The Family as a Place of Education - Between a School-Centred Focus on Education and Family Needs | PDF",1792087733,53]