Abstract
Students with social disadvantages usually have low support for preparation for school in the family, come from a poor and poorly-motivating family environment, and are thus exposed to the risk of school failure even under normal conditions. At the time of school closures and the transition to distance learning, which demands technical equipment and parental support, the disadvantages of these students are multiplying.
The research presented here aimed to find out how schools with a higher number of socially disadvantaged students managed to provide education during the government-imposed ban on the presence of students in schools (in the spring of 2020, in response to the spread of the COVID-19 disease). Qualitatively-oriented research was carried out in the form of semi-structured interviews with teachers from six elementary schools and looked at both the barriers that schools encountered in the distance education of socially disadvantaged pupils and examples of good practice in the field.
The results of the research point to interesting and often innovative approaches of schools to distance learning of disadvantaged students in its online and offline forms; however, an important condition is always activity of superior quality on the part of the school and on the part of various other cooperating institutions. The aim of the presentation of examples of good practice is to point out the tried and tested strategies that could/should be replicated in the teaching of socially disadvantaged students by other schools in the possible subsequent re-closures of schools and transitions to distance learning.