Academic guidance

Counselling and guidance, referred to as psychological and pedagogical support, provided to pupils in nursery schools, schools and other educational institutions involves:

• assessing pupils’ individual developmental and educational needs and psychological and physical abilities, and environmental factors which have impact on their functioning in a nursery school, school or educational institution; and
• addressing the needs identified.

The assessment of children’s and young people’s developmental needs is one of the main responsibilities of teachers and specialists working with them.

Psychological and pedagogical support aims to help pupils fulfil their developmental potential and create conditions for their active and full participation in the life of their (nursery) school or institution and in their social environment.

The responsibilities of teachers, class or group tutors and specialists in (nursery) schools and educational institutions include, in particular:

• assessing pupils’ individual developmental and educational needs and psychological and physical abilities;
• identifying pupils’ strengths, predispositions, interests and aptitudes or talents; 
• identifying reasons behind academic failures or difficulties in pupils’ functioning, including barriers and constraints which make it difficult for them to function and participate in the life of their (nursery) school or educational institution;
• taking measures which help pupils develop their competences and potential in order to enhance the effectiveness of their learning process and improve their functioning;
• collaborating with a counselling and guidance centre in diagnostic and post-diagnostic processes, in particular, regarding:
  • performance / functional behaviour assessment; 
  • barriers and constrains in the environment which make it difficult for pupils to function and participate in the life of their (nursery) school or institution;
  • outcomes of measures taken to improve pupils’ functioning and further measures to be planned.

Teachers, class or group tutors and specialists in (nursery) schools and other educational institutions undertake, in particular, the following activities:

• in nursery schools: pedagogical observation aimed at early identification of developmental disharmonies and early intervention; and for children taking one-year preschool preparatory classes: pedagogical observation which ends with an analysis and assessment of children’s readiness for school (pre-school diagnosis);
• in schools: pedagogical observation during ongoing work with pupils which is aimed at identifying:
  • learning difficulties and, for pupils in grades I to III of the primary school, competence deficits, language disorders, and the risk of specific learning difficulties;
  • potential and interests;
  • special aptitudes or talents;
  • support for pupils in education and career planning during ongoing work with them.

Where it is found that a child needs special pedagogical support in view of his / her difficulties or special talents, the nursery school, alternative preschool education setting, school or the institution initiates measures to meet these needs. This is an area where an educational institution provides counselling and guidance, referred to as psychological and pedagogical support.

Counselling and guidance sessions offered to children and young people are one of the various forms of psychological and pedagogical support.

Psychological and pedagogical support is also offered to pupils’/ parents and teachers in the form of counselling or guidance sessions, workshops and training sessions.

Support offered to parents and teachers aims to:

• assist them in addressing pupils’ educational and learning problems;
• develop their own educational skills to increase the effectiveness of psychological and pedagogical support provided to pupils.

Counselling sessions, workshops and training sessions are conducted by teachers, class / group tutors and specialists.

Specialists providing psychological and pedagogical support in (nursery) schools and other educational institutions include in particular:

• psychologists,
• pedagogues,
• speech therapists,
• careers advisers, and
• educational therapists.

The responsibilities of specialists working in (nursery) schools and other educational institutions include:

• conducting diagnostic examinations and assessments of children and young people;
• providing psychological and pedagogical support in forms suited to the needs identified, and cooperating with teachers and other specialists in the field;
• carrying out problem-prevention and information activities;
• assisting parents and teachers in assessing children’s needs and supporting their development.

If there is no improvement in the pupil’s functioning despite the psychological and pedagogical support provided, the head of a given (nursery) school or educational institution, with the parents’ or adult learner’s consent, submits a request to a counselling and guidance centre to conduct an assessment / diagnosis and recommend methods for addressing the problems identified.

Counselling and guidance centres, including specialised centres, are specialised institutions of the school education system which provide psychological and pedagogical support and assist (nursery) schools and other educational institutions in this area.

Counselling and guidance centres can be:

• public or
• non-public.  

Specialised centres focus on selected and specific problems, in line with the needs of the local community.

According to the School Education Information System (System Informacji Oświatowej, SIO), there were 1,200 counselling and guidance centres on 30 September 2019.

The administration of public counselling and guidance centres is a school education task of districts (powiat; the local government level above communes).

A public counselling and guidance centre provides psychological and pedagogical support free of charge.

The administering body of a centre determines its catchment area.

Counselling and guidance centres offer services to:

• children from birth,
• young people,
• parents,
• teachers,
• nursery schools, schools and other educational institutions.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 1 lutego 2013 r. w sprawie szczegółowych zasad działania publicznych poradni psychologiczno-pedagogicznych, w tym publicznych poradni specjalistycznych (text in Polish) / Regulation of the Minister of National Education of 1 February 2013 on the detailed operational arrangements for public counselling and guidance centres, including public specialised centres: Journal of Law, item 199, and 2017, item 1647).

The tasks of a publiccounselling and guidance centre include:

• conducting assessments for children and young people;
• an assessment / diagnosis aims to identify the child’s individual developmental and educational needs and psychological and physical abilities; explain the child’s functioning mechanisms in relation to the problem identified; and propose methods for addressing the problem;
• issuing statements / opinions and certificates concerning education for children and young people;
• providing direct support to pupils and their parents;
• carrying out problem-prevention activities and tasks supporting the educational function of (nursery) schools and other educational institutions, including support for teachers in addressing problems related to education and care;
• support provided to (nursery) schools and other educational institutions.

Parents and pupils / learners seek support from a counselling and guidance centre on a voluntary basis.

Such centres perform assessments, provide information on the results of such assessments or issue opinions / statements and certificates at the request of a parent or an adult learner.

An assessment of the child’s needs helps to identify the lines of action to be taken as part of education and support for his / her development.

In particular, an assessment may result in :

• issuing an opinion / statement, including:
  1. a statement recommending individualised early development support; this is the only type of statement issued by an assessment committee in a public counselling and guidance centre;
  2. a statement confirming specific learning difficulties;
  3. a statement on deferred entry into compulsory education;
  4. a statement on earlier entry into the primary school;
  5. a statement on permission to be granted to the pupil to follow an individualised programme;
  6. a statement recommending compulsory one-year preschool preparatory classes to be attended by the child outside a nursery school, preschool class or alternative preschool education setting;
  7. a statement concerning the pupil’s participation in full-time or part-time compulsory education outside school settings;
  8. a statement on exempting the pupil from learning a second foreign language;
  9. a statement recommending the inclusion of the pupil in therapeutic classes;
  10. a statement recommending an individualised learning path;
  11. a statement recommending adjustments to curriculum-based educational requirements to the pupil’s individual educational needs;
  12. a statement on priority in admitting the pupil with health problems to a post-primary school;
  13. a statement on permission to employ a juvenile for the purpose of training for a particular job or of vocational training;
  14. a statement confirming no contraindications for the child / young person to perform work or carry out other paid activities;
  15. a statement concerning other matters relating to the education of children and young people (for example, for medical doctors or courts of justice);

• issuing a certificate recommending:

• 1. special education,
  2. rehabilitation-and-education classes,
  3. individualised one-year preschool preparatory classes,
  4. individualised learning for children and young people;

• direct psychological and pedagogical support provided by a centre to children or young people, parents or both children and parents;
• support provided to teachers and specialists working with a child or young person in his / her educational institution.

An opinion / statement is provided to the parents or the adult learner concerned and may be forwarded to the educational institution that the pupil / learner attends only at the request of the parents or the adult learner.

Certificates are issued by assessment committees working in counselling and guidance centres, including public specialised centres.

Certificates are issued at parents’ or an adult learner’s request. They may participate in a session of an assessment committee and present their position. Certificates are issued to applicants only. Parents or learners can file a request for reconsideration within 14 days with the head of the regional education authorities via the committee issuing the certificate.

A certificate may be cancelled or amended at parents’ request at any time.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 7 września 2017 r. w sprawie orzeczeń i opinii wydawanych przez zespoły orzekające działające w publicznych poradniach psychologiczno-pedagogicznych (text in Polish) / Regulation of the Minister of National Education of 7 September 2017 on certificates and statements issued by assessment committees at public counselling and guidance centres: Journal of Law, item 1743)

Non-public counselling and guidance centres are authorised to issue statements in cases which are not reserved by the law for public centres.

To be authorised to issue a statement on:

• specific learning difficulties, or
• the child’s deferred entry into full-time compulsory education, or
• earlier entry into the primary school,

a non-public counselling and guidance centre should fulfil the following conditions:

• it should be established under Article 82 of ustawa o systemie oświaty (School Education Act), and
• it should employ staff with qualifications required of staff in public counselling and guidance centres.

Direct assistance offered to children and young people and their parents by counselling and guidance centres includes, in particular:

• therapy provided to children, young people and their families;
• support offered to children and young people in need of psychological and pedagogical support;
• support in choosing an area of study and occupation and in planning education and career;
• support for parents in the assessment of children’s and young people’s developmental and educational needs and their psychological and physical abilities, and in addressing educational problems.

In particular, centres perform their problem-prevention tasks and those supporting the educational and care-related functions of (nursery) schools and other educational institutions by providing support to teachers, class / group tutors and specialists in:

• the assessment of children’s and young people’s developmental and educational needs, including the risk of specific learning difficulties for pupils in grades I to III of the primary school;
• providing psychological and pedagogical support;
• developing and implementing individual educational-and-therapeutic programmes and individual rehabilitation classes;
• addressing teaching and education-related problems.

Centres also offer support to (nursery) schools and other educational institutions by:

• implementing measures to prevent addictions and other problems of children and young people;
• educating children, young people, parents and teachers on mental health protection;
• providing support in collaboration with in-service teacher training institutions.

At a written request of the head of a (nursery) school / educational institution, or of disabled children’s parents, a public centre is required to help identify conditions necessary for learning, specialist equipment and teaching resources, including ICT.

The following institutions are also required to collaborate with mainstream schools in identifying and addressing educational problems of pupils in special education who attend these schools:

• special school-and-care centres: with regard to work with disabled pupils;
• youth education centres: with regard to work with socially maladjusted pupils;
• youth social therapy centres: with regard to work with pupils at risk of social maladjustment.

Psychological counselling

The school education system provides psychological counselling, which focusses on addressing learning and educational problems and on developing educational skills, to children, young people, parents and teachers. It is provided in nursery schools, schools and institutions attended by children and young people, as well as in counselling and guidance centres.

The responsibilities of psychologists in (nursery) schools and other educational institutions include in particular:

• conducting assessments and diagnostic examination for pupils, including the assessment of their individual developmental and educational needs and psychological and physical abilities; this aims to identify their strengths, predispositions, interests and aptitudes or talents, and reasons behind academic failure or difficulties in functioning, including barriers and constraints which make it difficult for the pupil to function and participate in the life of the (nursery) school or institution;
• assessing educational situations in (nursery) schools or institutions in order to address problems which impose barriers and limit active and full participation in the life of the nursery school, school or institution;
• providing psychological and pedagogical support in forms suited to the needs that have been identified;
• implementing measures related to the prevention of addictions and other problems that children and young people are faced with;
• minimising the consequences of developmental disorders; preventing behavioural disorders; and initiating various forms of support in pupils’ school and out-of-school environment;
• initiating and conducting mediation and intervention in crisis situations;
• providing assistance to parents and teachers, focussing on the assessment and development of pupils’ individual abilities, predispositions and aptitudes or talents;
• helping teachers, class / group tutors and other specialists in:

• • the assessment of pupils’ individual developmental and educational needs and psychological and physical abilities in order to identify: their strengths, predispositions, interests and aptitudes or talents; and reasons behind academic failure or difficulties in functioning, including barriers and constraints which make it difficult for the pupil to function and participate in the life of the (nursery) or institution;
  • providing psychological and pedagogical support.

Nursery schools or schools are not required to employ psychologists. In consultation with the administering body, the head of a (nursery) school, who is responsible for psychological and pedagogical support, takes a decision to employ a psychologist depending on the needs identified in this area. However, the legislation lays down standards for employing psychologists and pedagogues (education specialists) at special education institutions.

Psychological counselling is also provided in counselling and guidance centres.

Psychological counselling is offered by the centres in various forms adapted to the needs of pupils:

• counselling and guidance sessions for children, young people, parents and teachers;
• individual or group therapy for children or young people;
• family therapy;
• support groups;
• mediation;
• emergency intervention;
• workshops;
• lectures and presentations;
• information and training.

Career guidance

The outline timetable for each type of public school specifies the minimum number of hours allocated to career guidance (CG).

An outline timetable also comprises psychological and pedagogical support classes, including education and career planning classes. The number of hours for such classes should be suitable for pupils’ needs in this area, and take into consideration classes included in pupils’ individual educational-and-therapeutic programmes.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 3 kwietnia 2019 r. w sprawie ramowych planów nauczania dla publicznych szkół (text in Polish) / Regulation of the Minister of National Education of 3 April 2019 on the outline timetables for public schools; Journal of Law, item 639, and Journal of Law 2020, item 1008).

Career guidance is provided in preschool education institutions and schools as part of various types of classes and / or career orientation visits:

• nursery schools, preschool education classes in primary schools and alternative preschool education settings:
  • preschool education classes based on preschool education curricula;
  • career orientation visits for children to learn about the work environment for selected occupations, hosted by employers, schools providing vocational education or continuing education institutions and vocational training centres;
• grades I to IV of the primary school:
  • compulsory classes which are part of general education courses / subjects;
  • career orientation visits for pupils to learn about the work environment for selected occupations, hosted by employers, schools providing vocational education or continuing education institutions and vocational training centres;
• grades VII and VIII of the primary school, and post-primary schools, including stage I and stage II sectoral vocational schools, general secondary schools and technical secondary schools:
  • compulsory classes which are part of general education courses / subjects;
  • additionally, in schools providing vocational education: compulsory classes which are part of vocational education courses / subjects;
  • in special schools preparing for employment: compulsory classes;
  • education and career planning classes conducted as part of psychological and pedagogical support;
  • classes / lessons with the class tutor (except in stage II sectoral vocational schools, special schools preparing for employment, post-secondary schools and schools for adults);
  • career orientation visits for pupils to learn about the work environment for selected occupations, hosted by employers, schools providing vocational education or continuing education institutions and vocational training centres tutor (except in stage II sectoral vocational schools, post-secondary schools and schools for adults);
• other post-primary schools:
  • education and career planning classes conducted as part of psychological and pedagogical support.

Career guidance involves planned and systematically undertaken activities which are aimed at supporting pupils / learners in the process of making conscious decisions about their education and career.

Schools develop annual career guidance programmes based on the internal career guidance system.

Such a programme sets out:

• career guidance activities, including:
  • topics of activities,
  • classes to be involved in activities;
  • implementation methods and forms of activities, including those which involve parents (for example, meetings with parents), except in stage II sectoral vocational schools, post-secondary schools and schools for adults;
  • timeframes for activities;
  • person(s) responsible for each activity;
• entities with which a given school collaborates in implementing activities, while taking into consideration the needs of pupils / learners and parents, and local and regional activities related to career guidance:
  • collaborating entities include, for example:
    • employers,
    • employers’ organisations,
    • business self-government organisations,
    • other business organisations,
    • occupational associations or self-government organisations;
    • continuing education institutions,
    • vocational training centres,
    • schools providing vocational education,
    • counselling and guidance centres,
    • in-service teacher training centres,
    • labour market institutions.

The programme:

• is developed by a careers adviser or another teacher or teachers responsible for career guidance in a given school who are appointed by the school head;
• is approved by the school head by 30 September in each school year, after consultation with the school’s teaching council.

Based on the outline timetables, school heads establish a weekly timetable for each grade and class or, in the case of schools for adults offering part-time programmes, a semester timetable which includes:

• career guidance classes;
• psychological and pedagogical support classes / activities, including education and career planning classes. 

The statutes of a school lay down organisational arrangements for additional classes for pupils to boost their employability if a given school conducts such classes.

As part of psychological and education support classes / activities, primary and post-primary schools conduct education and career planning classes. They use active participation methods to support pupils in their education and career choices.

Such classes are conducted by teachers, class or group tutors and specialists, in particular careers advisers.

The responsibilities of school careers advisers include, in particular:

• assessing regularly pupils’ / learners’ needs for career guidance activities;
• conducting career guidance classes;
• developing a career guidance programme in collaboration with other teachers (including class tutors responsible for individual classes, psychologists or pedagogues), and coordinating its implementation;
• supporting teachers (including class tutors responsible for classes, psychologists or pedagogues) in conducting activities included in the programme;
• coordinating information and guidance activities conducted in the school, including collecting, updating and providing education- and career-related information relevant to a given level of education;

Where there is no careers adviser in a school, the responsibilities of an adviser are taken on by a teacher, including a class tutor, pedagogue or psychologist, appointed by the school head.

(Rozporządzenie Ministra Edukacji Narodowej z dnia 12 lutego 2019 r. w sprawie doradztwa zawodowego (text in Polish) / Regulation of the Minister of National Education of 12 February 2019 on career guidance; Journal of Law, item 325).

As mentioned earlier, individual educational-and-therapeutic programmes are developed for pupils in special education who have a disability, are socially maladjusted or are at risk of social maladjustment. Educational-and-therapeutic programmes for such pupils in grades VII and VIII of the primary school or in a post primary school should specify the type of education and career planning classes conducted as part of psychological and pedagogical support.

For pupils who are disabled or ill, it is particularly important to take into consideration possible limitations imposed by their health condition when planning educational paths and choosing a career. If pupils have health problems and their choice of a training area is limited, as confirmed by a statement from a counselling and guidance centre, they may apply for priority admission to a post-primary school at the second stage of the admission procedure.

In providing career guidance, schools are supported by public counselling and guidance centres, including specialised centres.

Such centres support children and young people who need guidance in education and career planning, for example, in the form of:

• workshops,
• counselling and guidance sessions,
• lectures

Public counselling and guidance centres support schools, teachers and specialists in planning and implementing education and career counselling and guidance tasks. Centres provide support in the following forms:

• workshops,
• advice,
• counselling and guidance sessions,
• participation in meetings between teachers and specialists, and meetings of the school’s teaching council,
• cooperation and self-study networks for teachers, class or group tutors and specialists to enable them to exchange information and experience.

Centres also offer information and training on career guidance to pupils, parents and teachers.

Within the school education system, the Centre for Education Development (CED) (Ośrodek Rozwoju Edukacji) provides support to career guidance staff.

CED is a public national-level in-service teacher training institution. It is supervised by the minister responsible for school education.

The following career guidance responsibilities of CED should be highlighted:

• assessment of training needs of careers advisers, teachers and other staff working in educational institutions in the area of career guidance;
• in-service training for career guidance staff in the school education system;
• supporting public in-service teacher training institutions, counselling and guidance centres, including specialised centres, education resources centres ,and teachers-methodological advisers in the area of career guidance;
• development and publication of information and methodological materials, and promotion of innovative activity, including publications;
• creation of databases and educational resources, and dissemination of pedagogical information in the area of career guidance;
• collaboration with national and international partners in improving the quality of, and promoting, career guidance.