Marginalization in compulsory education: possibilities for psychological intervention

Abstract

Marginalization in compulsory education is a complex problem, especially for what Adler refers to as “problem children.” Despite recognizing the need for inclusive education, many teachers continue to prioritize the transmission of content rather than supporting the psychological and social growth of their students. Pedagogical shortcomings and resistance to change make it difficult to integrate these students, who often face both marginalization within the classroom and a lack of emotional support at home. It is essential to promote close collaboration between school psychologists and teachers in order to effectively address these issues and improve educational conditions, leading to the balanced development of children and a more equitable society