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Eurydice

EACEA National Policies Platform:Eurydice
Education staff responsible for guidance in early childhood and school education
Poland

Poland

9.Management and other education staff

9.3Education staff responsible for guidance in early childhood and school education

Last update: 16 September 2025
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Care for children aged up to 3 years

The national legislation on the care for children aged up to 3 years does not provide for the employment of specialists whose specific responsibility would be to provide guidance to staff in childcare institutions or children’s parents, or psychological or educational support to children. 

Pursuant to the Act of 4 February 2011 on the Care for Children aged up to 3 years, as subsequently amended (ustawa z dnia 4 lutego 2011 r. o opiece nad dziećmi w wieku do lat 3, z późn zm.), childminders working with children in crèches and kids’ clubs and day-care providers collaborate with parents, in particular, providing them with information and advice regarding work with children. For details about childminders and day-care providers, see Chapter 8 ‘Teachers and education staff’. 

Preschool education and school education

Pursuant to the legislation on school education, the following specialists provide guidance and counselling in nursery schools, schools and / or other educational institutions:

  • teacher-educationalist (referred to in the legislation as teacher-pedagogue), 

  • teacher-special education counsellor (referred to in the legislation as teacher-special education pedagogue), 

  • teacher-psychologist,

  • teacher-educational therapist, 

  • teacher-speech therapist, and 

  • teacher-careers adviser. 

Staff holding these positions are classified in the national legislation as teachers. Thus, they have the same conditions of service as teachers (see Chapter 8.2 “Conditions of service for teachers working in early childhood and school education”), except that the body administering a school sets the compulsory weekly teaching load for them, which may not exceed 22 hours. 

Educationalists and special education counsellors, psychologists, speech therapists and careers advisers also work in counselling and guidance centres which are part of the school education system. Centres conduct diagnostic assessments for children and young people, provide counselling and guidance, and support school education institutions in their childcare and educational tasks. For details about counselling and guidance centres, see Chapter 11.4 ‘Guidance and counselling in early childhood and school education’. 

The following legislative acts set out qualification requirements, related initial education paths and responsibilities for the specialists responsible for guidance and counselling: 

All specialists trained in accordance with the qualification requirements that have been in place since 2023 must obtain a Master’s degree (ISCED level 7) and complete a programme in a specific field and a teacher training programme. 

Initial education of all specialists is based on the national standards for initial teacher education, which are set in the Regulation of the Minister of Science and Higher Education of 25 July 2019 on the national standards for initial teacher education, as subsequently amended (rozporządzenie Ministra Nauki i Szkolnictwa Wyższego z dnia 25 lipca 2019 r. w sprawie standardu kształcenia przygotowującego do wykonywania zawodu nauczyciela, z późn.zm). Various possible initial education paths and combinations of qualification requirements depend on the standards in place in the period when specialists obtain(ed) their qualifications, and – for some specialists – also on the level of education and the type of nursery school or school where they intend(ed) to work. 

The Regulation makes a distinction between the standards for initial teacher education programmes which started before 3 August 2019, and those which started after that date, referred to as new standards. Considering the large number and complexity of possible combinations of qualification requirements and initial education paths, the following sections describe in general terms only those which are based on the new standards.

Teacher-educationalist (‘pedagogue’)

Teachers-educationalists (nauczyciel-pedagog) work in all types of nursery schools and schools: mainstream, integration and special.

According to the new national standards for initial teacher education and qualification requirements, educationalists must obtain a Master’s degree (magister or equivalent) (ISCED level 7) in a specific field of study or a Master’s degree in another field combined with a certificate of completion of a non-degree postgraduate programme in a specific area, and complete a teacher training programme. 

Prospective educationalists can complete a teacher training programme as part of a degree programme in a specific field or a non-degree postgraduate programme. 

The legislation provides for the following field-specific initial education paths for educationalists who intend to work in mainstream nursery schools and schools, regardless of the education level, except for special classes in mainstream nursery schools and schools: 

  • a first- and second-cycle programme or a long-cycle programme based on the teacher education standard in a field of study which includes training in education for the tasks of a school educationalist, or in the subject area within the field of Special Education that corresponds to the classes to be taught; or

  • a first- and second-cycle programme or a long-cycle programme in another field of study based on the teacher education standard, combined with a non-degree postgraduate programme in an area preparing for the tasks of a school educationalist. 

As an exception, educationalists who intend to work only in nursery schools can complete a long-cycle (Master’s degree) programme, based on the new teacher education standard, in the field of Preschool and Early School Education. 

Prospective educationalists who intend to work in a special nursery school or school, or a special class in a mainstream nursery school or school, obtain a field-specific qualification upon completion of a programme leading to a Master’s degree (a long-cycle programme, a second-cycle programme following a first-cycle programme, or only a second-cycle programme) based on the initial teacher education standard. Depending on the level or type of degree programme, initial education is provided in the field of Special Education, a field covering the subject area of Education or another field, but in each case the specific subject area must correspond to the type of pupils’ disability or educational institution. 

If teachers are already qualified to hold the position of educationalist in a mainstream or integration nursery school or school and intend to work in a special nursery school, school or class, they may complete a non-degree postgraduate programme in a subject area corresponding to the type of pupils’ disability or educational institution. 

As part of their main responsibilities, teachers-educationalists:

  • conduct diagnostic tests and assessments for pupils, including assessment of their individual developmental and educational needs and psychological and physical abilities; 

  • assess educational situations to address problems which create barriers or constraints to active and full participation of pupils in the life of the school;

  • provide psychological and educational support to pupils in response to the needs identified;

  • undertake activities to prevent addiction and other problems faced by children and young people;

  • minimise effects of development disorders; prevent behavioural disorders; initiate various types of support within the school and pupils’ environment outside the school;

  • initiate and conduct mediation- and intervention-type activities in crisis or emergency situations;

  • support parents and teachers in the assessment and development of pupils’ individual abilities, predispositions and aptitudes;

  • support teachers, educational group tutors and other specialists in assessing pupils’ individual developmental and educational needs and psychological and physical abilities, and in providing psychological and educational support.

Teachers-educationalists conduct classes for pupils and other activities for their benefit. 

Teacher-special education counsellor (‘special education pedagogue’)

Teachers-special education counsellors (nauczyciel-pedagog specjalny) work in all types of nursery schools and schools: mainstream, integration and special. 

According to the new national standards for initial teacher education and qualification requirements, special education counsellors must obtain a Master’s degree (magister or equivalent) (ISCED level 7) in a specific field of study or a Master’s degree in another field combined with a certificate of completion of a non-degree postgraduate programme in a specific area, and complete a teacher training programme. 

The legislation makes it possible to obtain a Master’s degree in a required field of study upon completion of a long-cycle programme or a first-cycle programme followed by a second-cycle programme, or only a second-cycle programme. Depending on the level or type of degree programme, initial education is provided in one of the following fields of study based on the new initial teacher education standards: 

  • any subject area within the field of Special Education; or 

  • a field of study other than Special Education where training covers the subject area of resocialisation pedagogy, speech therapy, educational therapy or early childhood development support; or

  • one of the subject areas listed above, within a field of study where only initial teacher education is provided; or

  • the field of Speech Therapy; or

  • a field of study where training covers the subject area of education, but in this case prospective special education counsellors must additionally complete a non-degree postgraduate programme in the area of inclusive education, based on the initial teacher education standard. 

Prospective special education counsellors can complete a teacher training programme as part of a degree programme in a specific field or a non-degree postgraduate programme. 

As an exception, teachers who are already qualified to work in a nursery school and would like to take the position of teacher-special education counsellor in a nursery school may complete a non-degree postgraduate programme in the area of early childhood development support. 

As part of their responsibilities, teachers-special education counsellors: 

  • collaborate with teachers, class tutors and other specialists, parents and pupils, and support teachers, class tutors and other specialists in providing psychological and educational support; 

  • propose to the teaching council of the school (which consists of the school head and all teachers) professional development activities for teachers within the areas covered by the responsibilities of a special education counsellor; 

  • depending on the needs, collaborate with other individuals and entities (for example, pupils’ parents, teachers, the school nurse or hygienist, counselling and guidance centres (see Chapter 11.4 ‘Guidance and counselling in early childhood and school education’), in-service teacher training institutions, other educational institutions, non-governmental organisations and other institutions and organisations working for families, children and young people).  

As part of their responsibilities in psychological and educational support, special education counsellors:  

  • recommend to the school head measures necessary to ensure active and full participation of pupils in the life of the school and architectural, digital and information and communication accessibility for persons with special needs;

  • conduct diagnostic assessments and activities to identify individual developmental and educational needs and psychological and physical abilities of pupils; 

  • address pupils’ learning and educational problems;

  • provide psychological and educational support to pupils, their parents and teachers;

  • identify conditions and specialist equipment and resources for learning suitable for individual developmental and educational needs and psychological and physical abilities of pupils; and

  • in collaboration with teachers and other specialists, develop and implement an individualised education-and-therapy programme for a pupil with a statement of special educational needs, and provide psychological and educational support to the pupil;

Special education counsellors also support teachers, class tutors and other specialists in: 

  • identifying reasons behind pupils’ school failure or difficulties in their functioning, including barriers and constraints which make it difficult for them to function and participate in the life of the school;

  • providing psychological and educational support in direct work with pupil;

  • adapting working methods to the individual developmental and educational needs and psychological and physical abilities of the pupil;

  • selecting methods and forms of learning and educational resources which are suitable to pupils’ needs.

Like teachers-educationalists, special education counsellors conduct classes for pupils and other activities for their benefit. 

Teacher-psychologist

Teachers-psychologists (nauczyciel psycholog) work in all types of nursery schools and schools: mainstream, integration and special. 

According to the new national standards for initial teacher education and qualification requirements, teachers-psychologists are trained in programmes leading to a Master’s degree (magister or equivalent) (ISCED level 7) (a first-cycle programme followed by a second-cycle programme or a long-cycle programme) in the subject area corresponding to the classes to be conducted, within the field of Psychology. 

Teachers-psychologists must also complete a teacher training programme as part of a degree programme in the field of Psychology or a non-degree postgraduate programme. 

The responsibilities assigned to teachers-psychologists in the legislation are the same as for teachers-educationalists; see above.

Teacher-educational therapist

Teachers-educational therapists (nauczyciel-terapeuta pedagogiczny) work in all types of nursery schools and schools: mainstream, integration and special. 

According to the new national standards for initial teacher education and qualification requirements, educational therapists must obtain a Master’s degree (magister or equivalent) (ISCED level 7) in a specific field of study or a Master’s degree in another field combined with a certificate of completion of a non-degree postgraduate programme in a specific area, and complete a teacher training programme. 

The legislation makes it possible to obtain a Master’s degree in a required field of study upon completion of a long-cycle programme or a second-cycle programme following a first-cycle programme, or only a second-cycle programme. Depending on the level or type of degree programme chosen, educational therapists are trained in one of the following fields of study based on the new initial teacher education standards: 

  • the subject area of educational therapy within the field of Special Education; or

  • the subject area of educational therapy within a field of study other than Special Education where training is based on the initial teacher education standard; or

  • the subject area of educational therapy within a field of study where only initial teacher education is provided. 

Graduates who have obtained a Master’s degree upon completion of (a) programme(s) based on the initial teacher education standard in a field or subject area other than those listed above may take the position of teacher-educational therapist if they additionally complete a non-degree postgraduate programme in educational therapy based on the initial teacher education standard. 

Prospective educational therapists can complete a teacher training programme as part of a degree programme in a specific field or a non-degree postgraduate programme. 

As part of their responsibilities, teachers-educational therapists:

  • conduct diagnostic tests and assessments for pupils with developmental disorders or deviations, or specific learning difficulties, to identify difficulties and monitor effects of therapeutic interventions;

  • identify constraints to active and full participation of pupils in the life of the school;

  • conduct corrective and compensatory / remedial classes and other therapeutic activities;

  • undertake activities to prevent pupils’ school failure in collaboration with their parents;

  • support teachers, class tutors and other specialists in assessing pupils’ individual developmental and educational needs and psychological and physical abilities, and in providing psychological and educational support.

Teacher-speech therapist

Teachers-speech therapists (nauczyciel-logopeda) work in all types of nursery schools and schools: mainstream, integration and special. 

According to the new national standards for initial teacher education and qualification requirements, teachers-speech therapists must obtain a Master’s degree (magister or equivalent) (ISCED level 7) in a specific field of study or a Master’s degree combined with a certificate of completion of a non-degree postgraduate programme in a specific area, and complete a teacher training programme. 

The legislation makes it possible to obtain a Master’s degree in a required field of study upon completion of a long-cycle programme or a second-cycle programme following a first-cycle programme, or only a second-cycle programme. Depending on the level or type of degree programme chosen, speech therapists are trained in one of the following fields of study based on the new initial teacher education standards: 

  • Speech Therapy; 

  • the subject area of speech therapy within a field of study where only initial teacher education is provided; 

  • the subject area of speech therapy within the field of Special Education; 

  • a field of study other than Special Education where training covers the subject area of speech therapy. 

Graduates who hold a Master’s degree in the fields of study based on the initial teacher education standards that are listed below may take the position of teacher-speech therapist if they additionally complete a non-degree postgraduate programme in speech therapy: 

  • a subject area other than speech therapy within the field of Education; or

  • the subject area of resocialisation pedagogy, educational therapy or early childhood development support within a field of study where only initial teacher education is provided; or

  • a field of study other than Special Education where training covers the subject area of resocialisation pedagogy, educational therapy or early childhood development support; or

  • a subject area or a field of study based on the initial teacher education standard other than those listed above. 

Prospective speech-therapists can complete a teacher training programme as part of a degree programme in a specific field or a non-degree postgraduate programme. 

As part of their responsibilities, teachers-speech therapists:

  • conduct logopaedic assessments, including screening tests, to identify the pupil’s level of speech and language development;

  • conduct speech therapy classes for pupils, and advise and guide parents and teachers on how to stimulate speech development and eliminate disorders;

  • undertake activities preventing speech communication disorders in collaboration with pupils’ parents;

  • support teachers, educational group tutors and other specialists in assessing pupils’ individual developmental and educational needs and psychological and physical abilities, and in providing psychological and educational support.

Teacher-careers adviser

Teachers-careers advisers (nauczyciel doradca zawodowy) work in all types of nursery schools and schools: mainstream, integration and special. 

The legislation provides for the following paths leading to the field-specific qualifications of a careers adviser that are based on the new national standards for initial teacher education and qualification requirements: 

  • a programme leading to a Master’s degree (magister or equivalent) (ISCED level 7) (a second-cycle programme following a first-cycle programme, or a long-cycle programme) in a field of study where training covers the subject area of career guidance; or

  • a programme leading to a Master’s degree (a second-cycle programme following a first-cycle programme, or a long-cycle programme) in another field of study based on the initial teacher education standard combined with a non-degree postgraduate programme in the area of career guidance. 

In addition to a field-specific qualification, prospective careers advisers are required to complete a teacher training programme as part of a degree programme in a specific field or a non-degree postgraduate programme. 

Teachers-careers advisers who intend to work in specific types of nursery schools, schools and classes providing special education must hold the qualifications listed above and a qualification corresponding to the type of pupils’ disability or educational institution. The new standards for initial teacher education make it possible to obtain such a qualification upon completion of a long-cycle programme or a first-cycle programme followed by a second-cycle programme in the field of Special Education or another field based on the initial teacher education standard. It is also possible to acquire such a qualification in a non-degree postgraduate programme or a qualification course in the area of special education.  

As part of their responsibilities, teachers-careers advisers:

  • assess, on a regular basis, pupils’ needs in career guidance; 

  • conduct career guidance classes; 

  • develop a school’s career guidance programme in cooperation with teachers, class tutors, psychologists or educationalists, and coordinate its implementation; 

  • support teachers, including class tutors, psychologists and educationalists, in conducting activities which are included in the school’s career guidance programme, and in providing psychological and educational support; 

  • coordinate information and guidance activities conducted by the school, which includes collecting, updating and disseminating educational and career-related information suitable for a given level of education; 

  • conduct activities based on the school’s career guidance programme.