Informal approach in formal environment

2. Transferring the principles of informal work to the school environment

The question remains whether it is possible to use elements of a low-threshold approach or low-threshold principles in a formal environment. In this context, low-threshold principles are discussed. There are some that cannot be implemented in such a structured and hierarchical environment as a school , such as free entry and stay in the facility – pupils are concentrated in classrooms and must arrive and leave at a specific time, otherwise they are marked absent. In a low-threshold club, attendance is voluntary and regular attendance is not a requirement. It is also difficult to implement the principle of "passivity is permissible" is also difficult to implement in schools, as pupils must perform to a certain standard in order to be assessed. The exceptions are non-assessed subjects or various activities carried out by the school support team/school counselors to develop life skills and prevent risky behavior, where this principle can be applied. In a formal institution such as a school, it is not possible to apply the principle of anonymity. Principles that are also applied in the school environment include, for example, the principle of free services or the creation of a safe environment through rules and their enforcement by safe adults - which school employees should be. It is important for young people to feel understood and accepted, so a low-threshold approach can be applied and is very important for building relationships and preventive action. Teachers have a more difficult task, as in addition to building relationships with young people, they also assess them with grades and motivate/force them to perform. Encouraging participation should be an integral part of school as part of interactive methods. At the same time, young people can also be invited to participate in decision-making through student parliaments or the implementation of certain tasks within the classroom/school/community. Although traditional schools tend to treat young people as children who should obey the orders of adults, which ultimately makes them dependent and dependent individuals.