This article is focused on investigation of professionals who work at school activity dealing with pedagogical and psychological student problems. The specialists are the following: social educators, psychologists, speech therapy people, special pedagogues as well as teacher assistants. In fact, having employed 376 replies of the mentioned ones above it turned out that there exists a team dealing with pedagogical and psychological and social matters in schools. It concentrates on solving such troubles as student reluctance to study, their interrelational conflicts, lesson skipping, etc. A prevailing phenomenon is an individual level between a pupil and a worker, though, for it to be effective eligible working conditions and means should be a must.

While carrying out the analysis of expression of pupils’ aggressive behaviour against teachers there has been referred to the explanation of the Alfred Schutz phenomenology theory having three different epistemological levels of social knowledge. On the basis of the carried out research there are disclosed factors and reasons motivating the aggression of pupils in different kinds of urban and rural schools (primary, basic, secondary (gymnasium) and profiled teaching schools (art and technologies). There is analysed the peers’ evaluation of aggressive behaviour against teachers and the attitude of the teachers themselves. There is also disclosed the attitude of teachers, pupils and their parents towards the preventive measures applied at schools and their proposals in order to increase their efficiency.