Anastasiya Bruhanova

The relevance of the study is determined by the need to create effective conditions for the full personal, intellectual, and social development of students in modern schools. This problem is particularly significant in rural educational institutions, which functioning is complicated by small number of students in class, limited material and technical resources, and a shortage of qualified teaching and psychological-pedagogical staff. These factors significantly complicate the organization of the educational process and require teachers to be highly professional and ready to provide psychological and pedagogical support to students. The aim of the article is to develop a model for the organization of psychological and pedagogical support for students in grades 5-9 of rural schools focused on improving the quality of education in rural schools through a rational distribution of functions among teachers, and the development of their psychological and pedagogical competence in conditions of personnel and resource shortages. The methodological foundation of the study comprises systemic activity-oriented, functional, and personality-oriented approaches, allowing us to consider psychological and pedagogical support as an integrated, manageable system. The main result of the study is the development and justification of the author's original model for organizing psychological and pedagogical support for students in grades 5–9 of rural schools, which includes methodological, motivational and goal-oriented content as well as activity-oriented, and result assessment blocks. The article defines the goals, objectives, and principles of psychological and pedagogical support, as well as the main activities of specialists involved in this process. The authors reveal the theoretical and practical aspects of organizing support and clarify the concepts of “management of psychological and pedagogical support” and “model of organization of psychological and pedagogical support”. The theoretical significance of the work lies in the development of the provisions of the theory of pedagogical management in terms of managing psychological and pedagogical support for students in rural schools. The practical significance lies in the possibility of using the proposed model in the activities of rural educational organizations to improve the effectiveness of support and the quality of the educational process.