Adaptation to the conditions of professional activity of science teachers working in a hospital school

Context and relevance. From the very beginning of their professional careers, hospital school teachers face additional challenges due to the specifics of the educational environment in a hospital setting, the need to take into account the current health status of a child with a long-term illness, and their individual educational capabilities. Objective. The study aimed to identify the main difficulties in the work of teachers during the adaptation period. Methods and materials. The study involved 25 teachers (M = 49, SD = 15, 84% women) of natural science disciplines with varying lengths of professional experience in educational organizations — hospital schools of the “UchimZnaem” Project. Adaptation to the conditions of professional activity was studied by means of a survey using a modified version of the express diagnostics of professional difficulties of early-career teachers (S. V. Danilov, L. P. Shustova, N. I. Kuznetsova). Results. Teachers primarily face challenges stemming from insufficient methodological preparation for working in a hospital setting, highlighting a need for methodological guidelines and adapted instructional materials for teaching children with long-term illnesses. Conclusions. The results showed that such studies enable an approach to identifying the challenges faced by teachers beginning to work in a hospital school. The findings allow us to conclude that newly hired teachers most frequently cited a need for mentoring, methodological support, and training seminars during their adaptation period. The findings indicate that a comprehensive approach to research and methodological support and psychological and pedagogical support is advisable for newly hired teachers as they adapt to professional practice in a hospital setting.

1. Аверьянов, П.Г., Астраханцева, И.В., Володина, Т.В. и др. (2018). Сопровождение развития педагога на начальном этапе профессиональной карьеры. В.: С.В. Данилова, Л.П. Шустова, З.В. Глебова (Ред.). Ульяновск: ФГБОУ ВО «УлГПУ им. И.Н. Ульянова».
   Averyanov, P.G., Astrakhantseva, I.V., Volodina, T.V. et al. (2018). Support for the development of a teacher at the initial stage of a professional career. V.: S.V. Danilova, L.P. Shustova, Z.V. Glebova (Ed.). Ulyanovsk: UlGPU named after I.N. Ulyanov. (In Russ.).
2. Андрущенко, Т.Ю., Аржаных, Е.В., Виноградов, В.Л., Минюрова, С.А., Федекин, И.Н., Федоров, А.А. (2017). Проблемы профессиональной адаптации молодых педагогов. Психологическая наука и образование, 9(2), 1–16. https://doi.org/10.17759/psyedu.2017090201
   Andrushchenko, T.Yu., Arzhanykh, E.V., Vinogradov, V.L., Minyurova, S.A., Fedekin, I.N., Fedorov, A.A. (2017). Problems of professional adaptation of young teachers. Psychological Science and Education, 9(2), 1–16. (In Russ.). https://doi.org/10.17759/psyedu.2017090201
3. Выготский, Л.С. (2005). Психология развития ребенка. Издательство Эксмо.
   Vygotsky, L.S. (2005). Psychology of child development. Eksmo Publishing House. (In Russ.).
4. Данилов, С.В., Шустова, Л.П., Кузнецова, Н.И. (2019). Затруднения педагогов в период адаптации к профессиональной деятельности. Изв. Сарат. ун-та. Нов. сер. Сер. Акмеология образования. Психология развития, 8(2), 113–119. https://doi.org/10.18500/2304-9790-2019-8-2-113-119
   Danilov, S.V., Shustova, L.P., Kuznetsova, N.I. (2019). Difficulties of teachers during the period of adaptation to professional activity. Sarath. un-ta. New ser. Ser. The acmeology of education. Developmental Psychology, 8(20), 11–119. (In Russ.). https://doi.org/10.18500/2304-9790-2019-8-2-113-119
5. Долуев, И.Ю., Шариков, С.В., Иванова, О.А., Шалашова, М.М. (2022). Подготовка педагогических кадров для госпитальных школ. Мир науки, культуры, образования, 2, 260– https://doi.org/10.24412/1991-5497-2022-293-260-263
   Doluev, I.Yu., Sharikov, S.V., Ivanova, O.A., Shalashova, M.M. (2022). Training of teaching staff for hospital schools. The World of Science, Culture, and Education, 2, 260–263. (In Russ.). https://doi.org/10.24412/1991-5497-2022-293-260-263
6. Пинская, М.А., Пономарева, А.А., Косарецкий, С.Г. (2016). Профессиональное развитие и подготовка молодых учителей в России. Вопросы образования, 2, 100‒124. https://doi.org/10.17323/1814-9545-2016-2-100-124
   Pinskaya, M.A., Ponomareva, A.A., Kosaretsky, S.G. (2016). Professional development and training of young teachers in Russia. Questions of Education, 2, 100– (In Russ.). https://doi.org/10.17323/1814-9545-2016-2-100-124
7. Прохорова, И.К. (2019). Актуальные проблемы профессиональной адаптации молодых педагогов. Научно-педагогическое обозрение, 1(23), 130–138. https://doi.org/10.23951/2307-6127-2019-1-130-138
   Prokhorova, I.K. (2019). Actual problems of professional adaptation of young teachers. Scientific and Pedagogical Review, 1(23), 130–138. (In Russ.). https://doi.org/10.23951/2307-6127-2019-1-130-138
8. Реан, А.А., Кудашев, А.Р., Баранов, А.А. (2006). Психология адаптации личности. Анализ. Теория. Практика. СПб.: прайм-ЕВРОЗНАК.
   Rean, A.A., Kudashev, A.R., Baranov, A.A. (2006). Psychology of personality adaptation. Analysis. Theory. Praktika. Petersburg: prime-EUROZNAK. (In Russ.).
9. Ромм, М.В. (2010). Адаптация личности в социуме: методологический аспект. Новосибирск: Наука. Сиб. издательская фирма РАН.
   Romm, M.V. Personal adaptation in society: a methodological aspect. Novosibirsk: Nauka. Sib. RAS Publishing Company (In Russ.).
10. Рубинштейн, С.Л. (2000). Основы общей психологии. СПб.: Питер.
    Rubinshtejn, S.L. (2000). Fundamentals of General Psychology. SPb.: Piter. (In Russ.).
11. Семиз, М. (2025). Как обеспечить непрерывность обучения детей дошкольного и школьного возраста, проходящих лечение в стационаре? Международная научная конференция «Воспитание и образование на стыке теории и практики», 2, 567–596. https://doi.org/10.46793/zbVO25UEI.567S
    Semiz, M. (2025). How to achieve continuity in the education of preschool and school-age children undergoing hospital treatment? International scientific conference «Upbringing and education between theory and practice», 2, 567–596. https://doi.org/10.46793/zbVO25UEI.567S
12. Сотникова, М.С. (2017). Психолого-педагогическое сопровождение профессиональной адаптации молодых учителей в инновационной образовательной среде. Дисс. … кан. пед. наук, М.
    Sotnikova, M.S. (2017). Psychological and pedagogical support of professional adaptation of young teachers in an innovative educational environment. Dissertation of the Candidate of Pedagogical Sciences, Moscow. (In Russ.).
13. Царегородцев, Г.И. (2005). Философские проблемы теории адаптации. М.: Мысль.
    Czaregorodcev, G.I. (2005). Philosophical problems of adaptation theory. M.: My`sl`. (In Russ.).
14. Шариков, С.В. (2025). Госпитальные школы в структуре комплексной реабилитации детей, находящихся на длительном лечении в медицинских организациях. А.Г. Румянцев, С.М. Чечельницкая, А.Ф. Карелин (Ред.), Длительное наблюдение и комплексная реабилитация детей с опухолями задней черепной ямки. М.: РУСАЙНС. 292–
    Sharikov, S.V. (2025). Hospital schools in the structure of comprehensive rehabilitation of children undergoing long-term treatment in medical organizations. A.G. Rumyantsev, S.M. Chechelnitskaya, A.F. Karelin (Ed.), Long-term follow-up and comprehensive rehabilitation of children with tumors of the posterior cranial fossa. Moscow: RUSAINS. 292–319. (In Russ.).
15. Amangeldiev, A.B. (2025). The Role of The Teacher In The Psychological And Pedagogical Support Of Children Undergoing Long-Term Hospitalization. Frontline Social Sciences and History Journal, 5(09), 12–16. https://doi.org/10.37547/social-fsshj-05-09-03
16. Benigno, V., Fante, C. (2020). Hospital School Teachers’ Sense of Stress and Gratification: An Investigation of the Italian Context. Continuity in Education, 1(1), 37–47. https://doi.org/10.5334/cie.14
17. Benigno, V., Fante, C., Epifania, O., Caruso, G., Ravicchio, F. (2018). A dynamic model for distance learning: evaluation of an online course for hospital teachers’ professional development. Italian Journal of Educational Technology, 26(1), 90– https://doi.org/10.17471/2499-4324/958
18. De Lima Pedrosa, C.R., de Fátima Gomes da Silva, M. (2025). Continung Teacher Education: Hospital Class Interface between Education and Health. Seven Editora (878–898). URL: https://sevenpubl.com.br/editora/article/view/8011 (дата обращения: 16.05.2026).
19. Ferreira, L.S., Gregorutti, M.G., Fernandes Fantacini, R.A. (2017). Hospital pedagogy: the pedagogical performance at hospital environments. Research, Society and Development, 6(2), 171–187. https://doi.org/10.17648/rsd-v6i2.155 (viewed: 16.05.2026).
20. Jiliberto, F., Zárate Alva, N. (2025). Influencing Factors In-Hospital School Education: Exploring the Context From the Teacher's Perspective. Contin Educ., 6(1), 1– https://doi.org/10.5334/cie.126
21. Ormiston, H.E., Husmann, P.R., Wikel, K.C., Ruark, C., Reisinger, D.L., Curtin, M.J. (2024). An Exploratory Study of Educators’ Perspectives Towards Hospital School Program Support for Children with Special Health Care Needs After Hospitalization. Continuity in Education, 5(1), 31–49. https://doi.org/10.5334/cie.110
22. Spencer, B.K.C., Wright, J., Flemming, K., Cottrell, D., Pini, S. (2023). School lives of adolescent school students living with chronic physical health conditions: a qualitative evidence synthesis. Arch Dis Child, 108(3), 225– https://doi.org/10.1136/archdischild-2022-324874