THE IMPACT OF SOCIAL FACTORS ON THE INTEGRATION OF NON-NATIVE LANGUAGE CHILDREN INTO PRIMARY SCHOOLS: ORGANIZATION AND MANAGEMENT FROM A SOCIAL MEDICINE PERSPECTIVE

Abstract

Introduction. The integration of non-native language children into Czech primary schools is a complex process that requires the coordinated efforts of school management and the entire educational system. This process not only affects the academic performance of students but also plays a significant role in their mental and physical health, social adaptation, and equality within society. From a social medicine perspective, this integration is crucial for ensuring social equality and promoting mental health by reducing social isolation and improving the life prospects of these children. Aim. The aim of this study is to explore how schools approach the integration of non-native language children in Czech primary schools. It aims to analyze the strategies and methods that have been proven effective and to identify challenges and shortcomings in current practices. Additionally, the study highlights the social and medical aspects of this integration process. This study was conducted as part of the GAJU 101/2022/S project and approved by the ethics committee under 008/2022. Materials and methods. This research employs a qualitative methodology and is based on semi-structured interviews with 21 primary school principals from the South Bohemian Region of the Czech Republic. The interviews focus on how schools organize and manage the integration process, the types of support provided by schools and external organizations, the strategies used for effective integration, and the challenges encountered by both students and schools. The collected data was analyzed using open coding, which allowed the identification of key themes and patterns related to the integration process. Results. The findings revealed that integration is highly individualized and depends significantly on student motivation, support from school management, and the broader social environment. Schools implement various integration strategies, including individualized learning plans, additional Czech language lessons, teaching assistants, and psychological support. However, there are considerable disparities in the resources available to schools. While some schools have well-established support systems, others face financial and staffing shortages. The lack of translators and professionals who can provide linguistic and social support further complicates the integration process. A key issue identified in the study is the insufficient material and human resources to ensure effective and high-quality integration. Conclusions. The integration of non-native language children into Czech schools is a vital social and medical issue that directly impacts social equality and the health of students. Properly organized integration reduces social isolation, positively influencing both the mental and physical well-being. The study underscores the need for flexible, individualized integration approaches that address the specific needs of each student. It also emphasizes the critical role of school management and interdisciplinary collaboration in fostering an inclusive environment. These findings are important for educational policy and practice, as they highlight the necessity for enhanced school support in response to increasing linguistic and cultural diversity in the school system.

Keywords

• integration
• social medicine
• non-native language
• inclusive education
• czech schools
• social equality