PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SCHOOL TEACHERS' PROFESSIONAL COMPETENCE TO INTERACT WITH CHILDREN OF DEVIANT BEHAVIOR

The article is dedicated to the analysis of psychological and pedagogical conditions for the formation of professional competence of school teachers to interact with children with deviant behavior. The work examines the relevance of the problem of deviant behavior among schoolchildren, in particular, the phenomenon of bullying as one of its common forms. The results of teachers’ survey presented in the work are aimed at studying their awareness of bullying, prevalence of this phenomenon in the educational environment, as well as approaches to its prevention and correction. Various aspects of the problem are analyzed, including forms of bullying, its causes, signs, and the reaction of teachers to cases of harassment. Special attention is paid to the need to train teachers in bullying management skills and the importance of involving school psychologists and social educators in effectively addressing the problem. Based on the data obtained, scientifically grounded recommendations are developed for educational institutions to improve the effectiveness of teachers' interaction with children with deviant behavior, aimed at creating a favorable and safe educational environment for all students.