Oldal 45 [45]
OCR
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 Inspectorate and Stofkova Dianovska, the well-being and educational results of highschool 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 corridors 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 listening, or in the form of ridicule, humiliation, swearing, mental coercion or inadequate demands on teenagers. High-school students feel distrust in pedagogical 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 inappropriate 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 interested in their schools, they want to communicate about the problems. They feel very little informed about school life, they try to participate in decisionmaking, 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 extracurricular 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 subsequently apply the experience to the educational process of secondary school youth in Slovakia. They recommend applying elements such as empathy, «43 ¢
