PROBLEMS OF INTEGRATING INCLUSIVE EDUCATION IN POLISH SCHOOLS AGAINST THE BACKGROUND OF INCREASING SOCIAL ISOLATION AND BULLYING

The aim of the study is to identify the main obstacles to the integration of inclusive education in Polish schools and to substantiate ways to reduce social isolation and bullying in the student environment.The object of the study is the process of integrating inclusive education in Polish schools against the background of growing social isolation and risks of bullying among students.The article systematizes the problems of integrating inclusive education in Polish schools in the context of growing social isolation and the spread of bullying among students, taking into account the fact that part of the exclusion and humiliation is transferred to digital communication and remains less noticeable for teachers and parents.It is determined that inclusion is the result of joint work of the school, family and support specialists, and not the separate practice of one teacher, therefore its quality depends on agreed rules, available resources and stable communication.Typical barriers to integration are characterized, including overload of teachers, lack of time for individualization, uneven availability of psychological and pedagogical support, as well as biased expectations of some adults regarding the capabilities of students who need adaptations.It is established that social isolation in the classroom is often manifested through ignoring, exclusion from group tasks, stigmatization and the spread of rumors, and in combination with digital channels of interaction can develop into systemic bullying and cyberbullying.It has been proven that formal inclusion without targeted work on the school climate increases the risks of exclusion, since the noticeable differences of the student become a marker for aggression, and the silence of witnesses consolidates impunity.The need for a holistic approach is justified, which includes clear rules for responding to bullying, early identification of risks, the development of socio-emotional skills in all students, as well as the constant improvement of teachers' competence in working with diversity.