Social pedagogues in Lithuania

Abstract

The chapter analyses the role of social pedagogues in Lithuania in the context of contemporary teacher competence frameworks and growing socio-educational challenges in schools. The aim is to examine how practice-based social pedagogy studies and the competences of social pedagogues (professional, cognitive, collaborative and emotional-motivational) are operationalised in everyday school practice when responding to complex cases of chronic absenteeism. The following problem questions are addressed: (1) how are the holistic educational competences of social pedagogues implemented in practice when providing socio-educational support to pupils at risk of exclusion? (2) what forms of intra-institutional and inter-institutional cooperation are activated in complex pupil cases? (3) what factors facilitate or hinder effective support and pupils’ re-engagement in education? The empirical part presents two case studies from a gymnasium in a large Lithuanian city (school year 2023/2024), focusing on ninth-grade students with long-term absenteeism and diverse psycho-social difficulties. The analysis shows that social pedagogues play a central coordinating role in assessing pupils’ needs, drawing up individual support plans, mobilising teachers, specialists, parents and municipal services, and ensuring a continuum of support from school-level child welfare commissions to city-level structures. The results reveal both the potential and limitations of the current support system: in one case, despite extensive multi-agency intervention, the pupil remains disengaged from schooling, while in the other, strengthened cooperation and clear structure lead to a marked improvement in attendance. The findings highlight the need for early intervention, sustained inter-institutional collaboration and flexible support formats, including alternative educational pathways.