SCHOOL AS A LIVING ORGANISM – THE SYSTEMIC ROLE OF SCHOOL PSYCHOLOGISTS IN THE FRAMEWORK OF MTSS AND THE SUPPORT OF WELLBEING
DOI:
https://doi.org/10.32782/2956-333X/2025-4-1Słowa kluczowe:
school psychology; school psychologist; systemic approach; school climate; wellbeing; multidisciplinary cooperation; crisis intervention; leadership; whole-school approachAbstrakt
The current school represents a complex socio-ecological system in which educational processes are inextricably intertwined with mental health, safety and social cohesion. In this context, there is a significant change in the role of the school psychologist, who is shifting from individual diagnosis and intervention to the position of a systemic actor, coordinator of multidisciplinary cooperation and stabilizing element of school culture. The aim of this article is to analyze and synthesize key findings from the international literature (mainly from 2000–2024) in order to re-conceptualize the role of the school psychologist as a "silent engine of change" within the whole-school approach and with regard to the ecological factors of pupils' development.
The study is based on a narrative synthesis of theoretical and empirical frameworks of school psychology, a systemic approach (e.g. MTSS – Multi-Tiered System of Supports) and inclusive leadership. The analysis focuses on the systemic work of psychologists, their key role in multidisciplinary cooperation, support for the well-being of teachers, crisis intervention management and prevention of risky behavior.
The synthesis reveals that the effectiveness of the transformation of the profession is limited mainly by structural barriers: high workload, vaguely defined expectations and limited access to information about the social context of pupils (risk of individualisation of systemic problems). A critical finding is that the effectiveness of a psychologist's work is conditioned by institutional factors and organizational support, such as clear anchoring of the role, regular supervision, and explicit space for teamwork and systemic work.
The article emphasizes the need for a strategic shift towards a broader, systemic perspective that integrates the social, organizational and cultural context of the school. In conclusion, it is pointed out that anchoring systemic school psychology is a strategic tool for strengthening the stability, well-being and resilience of the entire education system in the conditions of increasing social complexity.
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