This article examines the forms and methods of organizing social and pedagogical work with students who display deviant behavior in school settings. The study aims to systematize effective approaches for prevention, support, correction, and reintegration by interpreting deviant behavior not as a fixed personal label but as a dynamic result of individual, family, school, and community risk factors. The article is grounded in a theoretical and analytical review of research on school behavior, school connectedness, family-centered intervention, school social work, mentoring, and school-wide prevention. The analysis shows that effective work with such students should be organized as a multilevel system that combines individual casework, small-group developmental work, family-school collaboration, restorative and supportive school climate practices, and interagency cooperation with health and social services. The findings also indicate that purely punitive or segregating responses are generally less effective than coordinated preventive and corrective models built on trust, monitoring, structured support, and meaningful student participation. Particular attention is given to the risks of stigmatization and deviant peer contagion when high-risk youth are grouped without strong adult guidance. The article concludes that social and pedagogical work with students with deviant behavior is most effective when it is individualized, continuous, preventive, family-inclusive, and embedded in a safe school environment that strengthens belonging, responsibility, and prosocial development.
Forms And Methods Of Organizing Social And Pedagogical Work With Students With Deviant Behavior
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