"PARENTS FAR AWAY, SCHOOL CLOSE TO CHILDREN!"
"PARENTS FAR AWAY, SCHOOL CLOSE TO CHILDREN!"

Summary/Abstract: Since the 1990s, from the post-December period until now, there has been a labor migration phenomenon, especially in the European space. In this case, the family goes through a period of crisis, the most affected being the children, who are no longer interested in school. Thus, absenteeism, poor school results, school dropouts appear, they become emotionally vulnerable, have communication problems with relatives/parents and teachers and reduced possibilities of spending free time for educational purposes. A category of vulnerable people is represented by children, whose parents have gone to work abroad, because it is known that the family environment contributes to the child's development process. In this context, it is necessary to specify, what are the needs felt by the children in the absence of their parents at home. Both for the smallest and for teenagers, parents represent emotional support in school and extra-curricular activities, in terms of going to school, learning activities, involvement in certain leisure activities, such as and in making important decisions for their lives. In addition to the support and emotional support provided, communication is another important aspect felt by children in the absence of their parents. Throughout childhood and adolescence, parents, especially mothers, are always close to children trying to communicate with them about the problems they have. Children from families with parents working abroad need unique and strong support to succeed. By strengthening the links between educational, community, and social programs, a comprehensive and integrative approach is created to address school success and child development. Starting from these general aspects, which involve major responsibilities for any teaching staff, if the institutions qualified in the phenomenon of education, are well organized and respect their specific educational program according to all rigors, then they have a significant contribution in the phenomenon of adaptation, in the sense that these institutions "produce" adaptation, contribute to increasing adaptation. This is an important premise for the wider social integration of children, future adults, which ultimately leads to the reduction of school and, more generally, social deviance.

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