Abstract

The relevance of the study is the need to prepare the Russian teachers to work with children in difficult life situations. This task is put forward by the Russian government’s policy in the field of education. The subject of the study is the specifics of providing professional support to teachers working with vulnerable children in the vulnerable categories. The objective of the paper is to study the problems of Russian teachers in working with vulnerable children and to analyze the specifics of the professional support provided to them. The study was based on the results of an online survey of teachers and the information content of the official websites of regional executive authorities in the field of education, additional professional education institutions and Children's Rights Commissioners in various regions of the Russian Federation. We analyzed thesis research on developing the readiness of Russian teachers to work with children in difficult life situations in 2001-2021. Research methods: analysis of information sources, online survey, and content analysis of Internet resources, systematization, analysis, and generalization of the results obtained. The scientific novelty of the study is based on the assessment of the current state of the professional support system for Russian teachers helping vulnerable children based on the materials of information, methodological and educational resources of 85 regions of the Russian Federation. This is the first time such a study is conducted in the Russian Federation. As a result, it was found that teachers working with vulnerable children and their families experience professional difficulties and shortage of legal knowledge (40%) and lack mastery of psychological and pedagogical tools (over 70%). Only one third of regional organizations in the field of additional professional education provide scientific and methodological support to teachers to address existing problems in working with vulnerable children. Information and methodological materials that provide professional support for teachers do not fully cover all categories of children in difficult life situations. Based on the information received, the main conclusion is that the system of professional support for teachers working with children of vulnerable categories needs to be purposefully designed taking into account the current situation. Recommendations: proper implementation of professional support for teachers requires ensuring the continuity of this process, including on an interdepartmental basis, stimulating the research in this direction, improving educational, information and methodological resources, and promoting a wider use of the best practices