mentoring, university, higher education, social support, student from sociallydisadvantaged backgrounds

The process of educating people from socially disadvantaged backgrounds is a challenge for educators, as it is complicated by the paucity of the environment, and often weak family and community support for education. The aim of this paper is to shed light on how students from socially disadvantaged backgrounds adapt to higher education and what sources of support have helped them in this adaptation. By analysing the life stories of 10 university students from socially disadvantaged backgrounds, support persons were identified and psychosocial factors associated with successful completion of university studies were analysed. The results of the research can serve as a basis for the development of mentoring programs implemented in universities in order to create an effective informational, professional and social support system.

Pupils with above-average IQ are characterized as talented pupils, and the others, who are talented and have any disability are so called Twice Exceptional Children, by certain peculiarities concerning the nature of the manifestations and impacts of disability or disability, form a specific group of individuals in school education. In the exercise of their position, the current pedagogical public will encounter this target group of educational objects more and more often. Ensuring the development of their skills and the saturation of the educational needs that characterize pupils legitimately place higher demands on pedagogical professionals. It is not just the teaching public. The requirements also apply to the whole counseling system, both at the level of school education and at the level of other professional counseling, the scope of which enters into or has any connection with this area.