During the distance education, the student did not complete the assigned tasks and sometimes did not join the online education. After returning to school, the situation did not improve and the student started going outside the school. Her parents work shifts, and when they were home, she went somewhere other than school, and when they weren't, she stayed home. The alternation of distance and face-to-face study made the situation worse. Truancy began to appear before Christmas, when pupils returned to school, but it was not resolved in such a short time.
The student had problems with integration into the team since the first grade. In the first grade, she stole money from a classmate and then confessed to the teacher. She was not identified as the culprit in front of the class and the teachers kept it a secret, but her classmates suspected her. She was messy and had chaos in things. She was also stubborn and stubborn, which was hard for the team to accept. During the studies at the first level, there were repeated attempts to get closer, both on the part of the student and on the part of the teachers, but the situation did not improve.
Failure to meet school obligations/unpreparedness for classes, Attendance problems
The problem was solved with the educational advisor. The student was suggested to talk to a psychologist and the school offered its own psychologist. However, the parents wanted their psychologist to excuse all the unexcused hours and erase the problem. The parents did not take the situation seriously and made the daughter very relieved.
Interview, Cooperation with experts
The parents did not accept the solution proposed by the school and transferred their daughter to another school.
11 let, 6. ročník
VV, kroužky v DDM
Záškoláctví
Během distanční výuky žákyně neplnila zadané úkoly a občas se nepřipojovala do online výuky. Po návratu do školy se situace nezlepšila a žákyně začala chodit za školu. Rodiče pracují na směny, a když byli doma, chodila jinam než do školy, a když nebyli, zůstávala doma. Střídání distanční a prezenční formy studia situaci zhoršovalo. Záškoláctví se začalo objevovat už před Vánoci, kdy se žáci vrátili do školy, ale za tak krátký čas se to nevyřešilo.
Žákyně měla již od první třídy problémy s začleněním do kolektivu. V první třídě ukradla spolužačce peníze a poté se přiznala učitelce. Před třídou nebyla označena za viníka a učitelé to tajili, ale spolužáci ji podezřívali. Byla nepořádná a ve věcech měla chaos. Také byla tvrdohlavá a paličatá, což kolektiv těžce přijímal. Během studia na prvním stupni byly opakované pokusy o sblížení, jak ze strany žákyně, tak ze strany učitelů, ale situace se nelepšila.
Problém se řešil s výchovným poradcem. Žákyni bylo navrženo, aby si popovídala s psychologem a škola nabízela svého psychologa. Rodiče však chtěli svého psychologa, který by omluvil všechny neomluvené hodiny a vymazal problém. Rodiče situaci nebrali vážně a dceři velmi ulehčovali.
Rodiče nepřijali řešení navrhované školou a převedli dceru do jiné školy.