Shrinking Circles. The Challenge of Teachers’ Supportive Roles

Abstract

Hungarian teachers face complex challenges due to students’ increasing psychological burdens and questions surrounding the limits of teachers’ competencies. Students are experiencing a rise in mental and somatic disorders, domestic abuse, and sleep disorders, which eventually lead to problematic school behaviour. Simultaneously, the prestige and attractiveness of the teaching profession are declining, resulting in an aging teaching workforce and an increase in attrition. The study analyses the Hungarian teacher education system and finds that the psychological and pedagogical content required by legal frameworks is not sufficiently emphasized in training programs. Teacher training programs allocate an average of 13% of their curriculum to these areas, while teacher education programs dedicate less than 10%. The authors point out that teachers’ psychological competencies are crucial in supporting students’ mental health, but it is essential for them to recognize their own competency boundaries. The study emphasizes the importance of involving external experts, such as school psychologists, in addressing complex psychological issues. Teachers need to be aware of their own psychological needs and competencies and strive to develop psychological awareness and resilience. The study makes recommendations for developing teachers’ psychological competencies, including mentoring programs, continuing education, and a supportive school environment. The authors believe that a future goal should be to develop a model of supportive pedagogy, built upon the latest psychological findings, that can be effectively integrated into the public education system.