Multi-family groups in schools. A systemic approach to support students at risk.

Autor/inn/en	Wuntke, Lena; Köhler, Joachim; Mahlau, Kathrin
Titel	Multi-family groups in schools. A systemic approach to support students at risk.
Quelle	Aus: Liu, Xinqiao (Hrsg.): Academic achievement - perspectives of students, teachers, and institutions. IntechOpen (2025) 13 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
DOI	10.25656/01:32780 10.5772/intechopen.1009445
URN	urn:nbn:de:0111-pedocs-327801
Schlagwörter	Emotionales Lernen; Mentalisierung; Psychische Gesundheit; Schulversagen; Schülerleistung; Soziales Lernen; Mental Health; Familienarbeit; Systemischer Ansatz; Risikogruppe; Deutschland
Abstract	Educational opportunities are still heavily dependent on the parental home. For this reason, support concepts are needed that not only focus on the child but also its environment. With the so-called multi-family groups in school, a schooling approach has been found, in which at-risk students can develop social and emotional skills and experience self-efficacy in their learning. The book chapter comprises three parts. First, it provides an overview of the development and international dissemination of the concept. It then describes its implementation in Germany, looking at how it is actually put into practice in schools, identifying institutional measures and resources. Finally, the chapter provides an up-to-date overview of the research situation and discusses current research findings and needs. The outlook points to a promising innovative support system that can strengthen the academic performance and mental health of students in a holistic way by promoting cooperation between different stakeholders. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3