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3 SCHOOL — A POSITIVE INSTITUTION
3. Emotional — supports the ability of self-knowledge, self-regulation in
identifying and classifying emotions, feelings of confidence in themselves
and others, and the resilience of coping with stressful life situations.
4. Social — supports communication and development, maintaining positive
interpersonal relationships, with empathy in social cooperation.
5. Spiritual — supports ethical values and meaning, the mission of being an
individual. (Felcmanova, 2021)
In Slovakia, as we understand the concept of well-being in secondary education
is similar to that in the Czech Republic. According to the State School Inspec¬
torate and Stofkova Dianovska, the well-being and educational results of high¬
school students are connected “vessels”, because how students feel at school,
is how they will learn.
After all, they note the state of safety of the school climate and relations
between the actors of education as one of the main indicators of well-being.
Safety from the point of view of bullying was considered in all schools and in
the whole school community. The most dangerous place was the classroom
during the break, under the constant supervision of the faculty, or in the cor¬
ridors of high schools with audio-visual equipment installed, where the most
significant number of high-school students move. According to the findings
of the State School Commission, the well-being of adolescents was weakened
mainly by the attitude of certain teachers: dishonest interaction, mutual listen¬
ing, or in the form of ridicule, humiliation, swearing, mental coercion or in¬
adequate demands on teenagers. High-school students feel distrust in peda¬
gogical and professional staff in helping to solve educational or especially
personality problems. Distrust stems from injustice in identifying violators of
the discipline or certain inappropriate behaviour of an individual. As many as
30% of grammar school students and 21% of high-school students think that
teachers did not show tolerance at the time of their education and did not
understand, which resulted in a small elimination of fairly resolved inappropri¬
ate behaviour. Almost a fifth of school board members are not convinced that
teachers provide protection and support when pupils are harassed due to their
race, religion, social background or opinion. High-school students are inter¬
ested in their schools, they want to communicate about the problems. They
feel very little informed about school life, they try to participate in decision¬
making, together with their high-school teachers. Many high-school students
see a great lack of interest on the part of teachers in their hobbies and extra¬
curricular activities during their free time.
According to Stofkové Dianovska, the findings in the report have shown
that it is necessary to pay due attention to the well-being of teachers and sub¬
sequently apply the experience to the educational process of secondary school
youth in Slovakia. They recommend applying elements such as empathy,
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