SOCIO-EDUCATIONAL APPROACHES FOR VULNERABLE GROUPS: RURAL CHILDREN AND OLDER ADULTS

<doi>10.24250/jpe/1/2026/AG/EG/</doi>

Abstract

Vulnerability among rural children and older adults in residential care represents a multidimensional challenge shaped by structural inequality, limited access to services, and weakened community cohesion. Addressing these issues requires integrated socio-educational approaches that combine educational policy, social work interventions, and community-based strategies. This paper explores the socio-educational dimensions of vulnerability by examining the structural conditions affecting rural childhood and institutionalized aging, as well as the role of interdisciplinary collaboration in mitigating these challenges. The study analyzes intervention models that include non-formal education programs, mentoring initiatives, intergenerational activities, cognitive stimulation for older adults, and community regeneration strategies in rural contexts. Particular attention is given to the importance of coordinated institutional responses, trauma-informed and restorative frameworks, and inclusive educational practices that support participation and well-being across the life course. The findings highlight the need for integrated public policies that strengthen cross-sector collaboration between education, social services, and local governance in order to promote sustainable social inclusion. By linking educational innovation with community development and psychosocial support, socio-educational interventions can contribute to reducing inequalities and enhancing resilience among vulnerable populations.