Socio-educational policies and interprofesional collaboration: between tensions and new professional structures

摘要

Introduction: this article aims to investigate the emergence of socio-educational work in the school context in order to prevent early school leaving in Switzerland (Canton of Vaud). The term "socioeducational" is used jointly to refer to problematic situations and resources or professionals devoted to addressing such situations. Finally, the term is also used to refer to certain activities beyond teaching. Method: seven focus groups including specific professionals and teachers were surveyed (i) to conceptualize their representations of socio-educational work; (ii) to define perceived challenges; and (iii) to identify conditions which foster the support of disadvantaged children. Findings: the results show that the term "socio-educational" can be used to designate various types of activities which, sometimes, are related to teaching and, some other times, to other professional skills. Socio-educational work seems to represent interprofessional relationships in that it involves the whole educational community.