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. The relevance of the study is to prepare teachers to solve the problems of providing comprehensive support to vulnerable categories of children, children in difficult life situations. Every child needs conditions that ensure his rights and interests in versatile development and positive socialization. A modern teacher needs training in this direction. Such a statement of the question objectively forms the need to study the professional difficulties and needs of teachers in working with special categories of children. The purpose of the study is to analyze the problems and professional deficiencies of teachers who support children in difficult life situations. Materials and methods. The research materials were the results of an anonymous online survey. The study involved 1,587 teachers from 54 regions of the Russian Federation. The study took place in February-March 2021. The article was prepared as part of the research work of the state task of the RANEPA. Results. The analysis of the data obtained during the online survey showed that all the study participants have some professional difficulties in working with children who are in a difficult life situation. The main problems are in the sphere of building relationships and communication with children and their parents. Among the reasons, 60% of teachers lack professional training in working with special categories of children. The teachers participating in the survey noted the presence of professional deficits in the field of legal support of activities and methodological support from organizations of additional professional education. According to the results of the study, 45% of teachers need to master the technology of organizing psychological and pedagogical trainings, 42% – psychological and pedagogical diagnostics, 40% – art-therapeutic practices. Every third teacher expressed professional interest in such areas as designing individual routes, inclusive education, working with the case. Prospects for further research. The results of the conducted research can be useful in the development of educational programs for training teachers to work with children in difficult life situations at different stages of professional development. They can be in demand in the process of designing a system of methodological support for teachers, taking into account their professional deficits and needs in this field of activity.

Actual problems of teachers in working with children in difficult life situations