The Results and Impact of Student Care and Support System Policy in Schools under Uttaradit Primary Educational Service Area Office 1

Abstract

          This research aimed to: 1) study the operational processes and obstacles of the student care and support system in schools under the Uttaradit Primary Educational Service Area Office 1; 2) examine the results and impact of the student care and support system policy; and 3) propose guidelines for improving the policy. The research employed a mixed-methods approach. The sample consisted of 167 teachers, 1,273 students, and 10 experts from 133 schools. Research instruments included: 1) a structured interview; 2) a questionnaire; 3) an emotional intelligence assessment; 4) a happy learning assessment; and 5) a focus group record. Data were analyzed using percentage, mean, standard deviation, two-way analysis of variance, and content analysis.

           The findings were as follows: 1) Teachers implemented all five steps of the student care and support system: knowing students individually, screening, promotion and development, prevention and problem-solving, and referral. Obstacles included heavy teacher workload, lack of standardized screening tools, excessive class sizes, insufficient budget and resources, teachers' limited knowledge in interpreting tools, and students' reluctance to disclose problems. 2) The overall results were at a high level (x̄ = 3.73). The step of knowing students individually had the highest mean (x̄ = 3.87), while referral had the lowest (x̄ = 3.65). Students' emotional intelligence was at a low level (x̄ = 2.00), and happy learning was at a moderate level (x̄ = 5.00). 3) Policy improvement guidelines included developing a digital information system, providing teacher training, reducing teacher workload, and building collaborative networks with external agencies.