The more unsuccessful students a teacher has in their class, the more they attribute responsibility to the family

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The speaker emphasizes that, according to global research, a teacher's qualifications significantly affect the success of their students and the overall effectiveness of the school, as well as the quality of education in general. A lack of knowledge among teachers is one of the key factors contributing to student failure. Therefore, when discussing the practical challenges associated with educational failure, it is impossible to ignore the need for teacher professional development. Training in modern teaching methods and technologies is becoming an important step in preventing the risks of failure and improving student success.

Thus, an emphasis on teacher professional development not only contributes to the improvement of their own skills but also directly impacts student outcomes, creating a higher-quality educational environment.

Various studies are being conducted to identify gaps in teacher knowledge. In particular, a survey conducted by the HSE Institute of Education at the end of 2020 as part of the Monitoring of Education Markets and Organizations showed that 25% of teachers believe they lack the skills to work with students with behavioral problems. A similar number of teachers experience a shortage of the competencies necessary for working with children with disabilities. These data highlight the importance of professional development and teacher training to effectively engage with diverse student populations.

Today's educators face challenges related to the growing diversity of students and their unique characteristics. To successfully address this diversity, knowledge sources are needed that help address the individual needs of each child. Currently, it is important not only to emphasize the need for an individualized approach and differentiated instruction but also to seek practical solutions. We strive to offer tools and methodologies that will help educators effectively adapt the educational process to the needs of all students.

In one of the studies presented by the speaker, teachers were divided into five groups depending on the number of underachieving students in their classes, based on the teachers' own subjective assessments. This study allows for a deeper understanding of teachers' perceptions of their level of academic achievement and identifies potential challenges they face. Dividing into groups makes it possible to analyze different approaches to teaching and supporting students, and to determine which strategies are most effective in improving academic achievement. This approach can help develop support programs for teachers and students, as well as improve the quality of education in general.

• none at all;
• no more than 10%;
• from 10 to 25%;
• from 25 to 50%;
• over 50%.

Teachers were asked whether they were sufficiently proficient in individualized teaching methods for children with learning difficulties. The results revealed a clear pattern: the more students in a class with learning difficulties, the more teachers lack the relevant knowledge. Specifically, among teachers with less than 10% of struggling students, only 7.8% admitted to a lack of such skills. Meanwhile, among teachers with more than half of their students struggling, this figure rose to 19.7%. This demonstrates the need for improved teacher skills in the area of ​​individualized learning approaches, which will enable them to more effectively address the needs of struggling students.

Research shows a positive trend: teachers have begun to pay more attention to addressing deficiencies in the educational process. This approach improves the quality of instruction and promotes student development.

Previously, teachers often indicated in surveys a lack of opportunities to meet their professional needs. However, such opportunities are now beginning to emerge. Teachers working with a large number of struggling students are observed to be more actively involved in professional development courses. This is a positive trend, emphasizing the importance of continuous training and professional development for teachers.

Kosaretsky noted that it cannot be definitively stated that the courses ensure high-quality teacher training. However, the very fact that teachers are increasingly involved in such programs is a positive sign. This demonstrates the educational community's commitment to self-improvement and professional development. It is important to continue to support teachers' interest in new teaching methods, which can ultimately lead to improved education quality.

At the same time, there are alarming factors. The speaker mentioned another study—an online survey of 2,600 teachers conducted in April 2022 as part of the First International Assembly of the Russian Academy of Education, "The Student in the Modern World: Formula for Success." Teachers were asked, "Do you experience any professional deficiencies that could lead to difficulties for your students?" The wording of the question emphasizes that the focus is not on deficiencies that prevent teachers from improving the academic performance of struggling students, but on those that are the cause of their failure. This raises the important issue of identifying and addressing professional deficiencies among teachers to improve the educational process and increase student success. Kosaretsky notes that the problem lies not in a teacher's lack of knowledge about methods that improve learning effectiveness. Rather, the point is that in his practice, certain approaches and methods of organizing the educational process may be encountered that can lead to difficulties in children who have not previously experienced such problems.

Almost 40% of respondents reported the presence of professional shortages. This underscores the relevance of the problem of a shortage of qualified personnel in various industries. Providing the necessary training and professional development for specialists can contribute to an improvement in the labor market situation.

There is a factor in failure related to the quality of school education and interaction with the teacher, the speaker explains. This issue was discussed in detail at one of the seminars with MSUPE dedicated to the problems of failure. Despite its significance, this aspect usually receives insufficient attention.

In our research and surveys, we traditionally note that children facing difficulties are often influenced by family circumstances and developmental conditions. It is important to provide teachers with the necessary tools to work with such situations. It is also worth paying attention to the importance of reflection in professional work. Teachers must be aware of their own professional potential and understand how their approaches and perceptions of reality can influence children's difficulties. This knowledge will help avoid risks to a child's well-being and success. Student failure negatively impacts teachers. Research shows that the more children in a class with learning difficulties, the more severe the burnout among teachers. More than 20% of teachers working with classes in which more than 50% of students fail believe they made the wrong choice of profession. This indicates significant disillusionment with their role and the need to find solutions to improve the educational process.

Sergey Kosaretsky emphasized the important relationship between the number of unsuccessful students in the class and the level of faith The teacher's commitment to the quality of education. He noted that the more such children there are, the less confident the teacher is in their ability to provide quality education. As a result, responsibility for the quality of education is often shifted to the family and external factors. This leads to a decline in teacher self-esteem and a feeling of professional inadequacy. Support becomes critical in such circumstances. A key factor in successful schooling is high expectations of students, when the teacher believes in their potential. Similar expectations are needed from school leadership and education authorities to enable teachers to overcome emerging challenges and achieve success in their studies.

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