Parents as a full-fledged party of psychological and pedagogical support for school failure of students at risk

The article examines the problem of psychological and pedagogical support for school failure of students at risk. The systemic and complex nature of support is emphasized, and its general characteristics are given. In order to analyze the effectiveness of the domestic system of supporting school failure of students at risk, the results of the All-Russian competition “Best practices (programs) of psychological and pedagogical support for students with a high risk of school failure” are presented, aimed at studying the experience of educational organizations in overcoming school failure in different categories of students. Programs to support school failure of students at risk are assessed, including from the perspective of interaction between all subjects of the educational process, as well as identifying the role of parents in the mentoring system and revealing the conditions under which they will be full participants in psychological and pedagogical support.