The Student Care and Support System Management of Educational Opportunity Expansion Schools within the Naresuan Educational Quality Development Center Under the Chiang Mai Primary Educational Service Area Office 3

Abstract

             This research aimed to study 1) to study the administration of the student support system and 2) to explore development guidelines for the student support system administration of educational opportunity expansion schools in the Naresuan Quality Development Center under the Chiang Mai Primary Educational Service Area Office 3. This study employed a mixed methods research design, incorporating both quantitative and qualitative approaches through survey and descriptive research methodologies. The population consisted of 93 school administrators, teachers, and educational personnel in the 2025 academic year, with 6 key informants selected via purposive sampling. The research instruments included a questionnaire and a semi-structured interview form. Data were analyzed using frequency, percentage, mean, and standard deviation, along with content analysis for the qualitative interview data.
             The research findings showed that:
             1. The overall administration of the student support system was at a high level. When considering each aspect, the student promotion aspect had the highest mean, followed by knowing each student individually, preventing and resolving problems, and screening students, respectively. The referral aspect had the lowest mean.
             2. Guidelines for developing student support management found that the synthesized framework consists of five areas. First, knowing individual students focuses on creating digital databases in compliance with the Personal Data Protection Act (PDPA) and conducting home visits for comprehensive information. Second, screening uses the SDQ assessment and cloud-based systems to analyze target groups for precise support. Third, promotion emphasizes the role of homeroom teachers in organizing holistic development activities based on the PDCA Cycle in collaboration with parents. Fourth, prevention and problem-solving prioritize developing counseling skills and using social media to communicate emergency information promptly. Finally, referral focuses on systematic coordination with specialists using a positive attitude, along with digital follow-up systems to ensure maximum effectiveness in student care.