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  Previous issue (2020. Vol. 9, no. 2)

Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: https://doi.org/10.17759/jmfp

License: CC BY-NC 4.0

Started in 2012

Published quarterly

Free of fees
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Western European experience of overcoming school failure and input from this experience in Russian education 907

Isaev E.I.
Doctor of Psychology, Professor of the Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-4652-5780
e-mail: eiisaev@yandex.ru

Kosaretsky S.G.
PhD in Psychology, Director of the Center of Social and Economic School Development, Institute of Education, Higher School of Economics, Moscow, Russia
e-mail: skosaretski@hse.ru

Mikhailova A.M.
analyst, Center for school social and economic development, Institute of education, National Research University Higher School of Economics, Moscow, Russia
e-mail: amikhailova@hse.ru

Abstract
The article raises the problem of the relation between the educational success of students and social and socio-economic characteristics of their families. Children from socially disadvantaged families exhibit lower levels of psychological well-being and self-efficacy. In the future, this fact might negatively affect self-esteem and career aspirations of the younger generation. On the basis of this interlink the education policy, school implemented specif-ic projects and programs, addressing school failure, are elaborated. Feasibility of implementing this approach in Russian conditions is recognized by national psycho-pedagogical science and practice, so the appropriate tools are being developed and tested. The article examines the phenomenon of academic resilience as an ability of pupils to demonstrate high performance despite external limiting circumstances. The article explores the ways and means of overcoming the school failure: 1) providing additional resources to schools, with high concentration of children from families with low socio-economic status; 2) establishment of counselling centers and professional teams, working with such families; 3) professional development of school teachers; 4) edition of the relevant educational and methodical literature, 5) distribution of programs that support learning; 6) provision of conditions for the students to accumulate positive experience in overcoming learning difficulties, formation of their self-confidence, 7) imple-menting of special programs for slow learners, using digital technology, 8) engagement of learners in extramural activities

Keywords: school failure, social-economic characteristics of the family, programs of prevention and overcoming school failure, academic resilience, resilient schools

Column: Educational psychology

DOI: https://doi.org/10.17759/jmfp.2019080101

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