IMPLEMENTATION OF POLICY FOR SOCIALLY VULNERABLE CHILDREN IN GIFTED SCHOOLS: PERSPECTIVES FROM PRINCIPALS IN THE PAVLODAR REGION

Abstract

This study explores how school principals in the Pavlodar region of Kazakhstan perceive and implement the 2022 inclusive education policy, which mandates that 15% of student placements in gifted schools be allocated to socially vulnerable children. The research focuses on understanding how principals conceptualize inclusion in the context of selective education, the barriers they encounter, and the strategies they employ to support these students. Using a qualitative phenomenological approach, interviews were conducted with six principals, each with a minimum of five years of leadership experience. Thematic analysis revealed diverse interpretations of the policy: while most principals supported the reform as a step toward equity, others expressed concern about its compatibility with the academic expectations of gifted schools. Key challenges included lack of academic preparedness among students, insufficient teacher training, and limited systemic support. Nevertheless, several principals implemented innovative practices such as mentoring programs and psychological support services. The findings highlight the critical role of school leaders in shaping policy outcomes and underscore the need for clearer policy guidance, leadership training, and resource allocation. This research contributes to understanding the dynamics of inclusive education in selective school contexts and offers recommendations for more effective policy implementation in Kazakhstan.