|Editor||A. Ross, Teaching Citizenship|
This paper presents the preliminary results of a study of teachers’ and other school professionals’ conceptions of protection and protective activities for vulnerable young people in schools. Protective activities are defined as the actions of teachers and other school personnel, often in cooperation with professionals from social services such as health, social welfare and police, directed at students in danger of social exclusion and delinquency. The independent variable was studied by a series of questions on teachers’ understanding of protection, its goals and methods. The dependent variables were (i) the teacher’s self-assessed degree of involvement in such activities, (ii) their level of competence, and (iii) the part it plays in their professional activities (whether central or peripheral). The hypothesis we sought to test was that the deeper and more positive a teacher’s understanding of protection, the more likely they are to include protective work as a central part of their professional activity.