Psychological support for students in the secondary vocational education system: analysis of problems, needs of specialists and strategies for creating a safe environment

Context and relevance. The secondary vocational education (SVE) system is facing an increase in psychoemotional pressures on young people, especially on vulnerable categories of students (students in the period of adaptation, orphaned children, people with emotional distress). Psychological support in this area is often reactive rather than preventive. Objective. To analyze the main problems of psychological well-being of pedagogical college students (with an emphasis on vulnerable categories), identify the professional needs of specialists working in the field of child rights protection, and substantiate strategic directions for creating a psychologically safe educational environment. Hypothesis. Effective support for students entails a shift from a reactive model of assistance to a proactive strategy based on creating a psychologically safe environment and developing personal potential, which is particularly significant for vulnerable groups. Methods and materials. The study was conducted on the basis of the pedagogical college. The psychological well-being of students of different courses was diagnosed (using the C. Ryff model), as well as a survey and analysis of professional competency gaps among specialists (curators, educational psychologists, social educators). Results. Risk zones have been identified: areas of self-acceptance and interpersonal relationships. Vulnerable categories of students show lower indicators of psychological well-being: distrust of others, increased anxiety, difficulties in self-regulation. Systemic problems in the organization of support have been identified: insufficient competence of specialists in working with special categories, lack of effective prevention tools, interdepartmental disunity, emotional burnout of teachers. Conclusions. The necessity of transition to a proactive support strategy is substantiated. The key elements are: a psychologically safe environment as a condition; subjectivity and autonomy of students as goals; competence of specialists as a resource; interdepartmental interaction as an implementation mechanism.

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