HOW BEHAVIOURAL ECONOMICS CAN SUPPORT SCHOOLS IN THEIR FUNCTION OF BUILDING CHILDREN’S SOCIAL CAPITAL – PROBLEMS OF IMPLEMENTATION

This text describes the difficulties in implementing those activities of the model which are directly aimed at children. Most of them are carried out at school, but require the cooperation of many institutions at the same time: a social welfare centre, school, library or museum. This is one of the challenges of implementation. Another difficulty is the development of mechanisms at school through which teachers will be able to recognise that a pupil's problems in learning or in his/her relations with peers are due to certain negative patterns at home, and as a result he/she cannot count on the kind of support that children of parents who are higher in the social structure receive. In other words, the measures designed are intended to support the school to the extent that it provides social capital to children from disadvantaged families. The very specific circumstances of testing the above-mentioned actions were not without significance. This coincided with the period of the Sars-Cov-2 pandemic, which challenged the school's discharge of its basic duties towards its pupils. It is worth noting here that the school of the time of the pandemic has even fewer tools for equalising opportunities for children than in normal times.