Abstract
The contribution presents results of a research focused on the education of children at an institutional care, on the overall process of their schooling. The integration of the children from institutional care into the class collective of elementary school focuses on the problem of the social integration of these children to the common elementary schools.
The aim is to find out how they were motivated to study by their environment. Children in care lag behind their peers on a number of outcome measures, including education.
This is due to unfavourable genetic predispositions. Children who receive social and emotional support in school have better results.
A qualitative research strategy was chosen with regard to the aim of the study.