Exploring Student Support Services in Private International Schools in Azerbaijan
Date Issued
2026-05
Author(s)
Sultanov, Ramin
Abstract
This is a qualitative research study examining practices and stakeholders’ perceptions
of student support services (SSS) in private international schools in Azerbaijan. This study
was mainly guided by the central research question: What are the perceptions of stakeholders
regarding student support services in private international schools in Azerbaijan? In response
to this central question, three research subquestions were used to conduct the study: (1) What
student support services are implemented within private international schools in Azerbaijan?
(2) How do stakeholders describe their experiences with these services? (3) What challenges
do stakeholders identify regarding student support services?
Both groups (recipients and providers of student support services) of participants
including students, school psychologists and coordinators of two private international schools
in Baku were recruited. Semi-structured interviews and document analysis were used to
collect data. Data collected were transcribed, coded, and analyzed using a thematic approach
using the six-step framework of Braun and Clarke (2006). The study is theoretically grounded
on Renn and Reason’s (2013) interpretation of ecological systems theory by Bronfenbrenner
(1979). This framework guided the study to comprehend the functioning of support services
at various levels of the school environment. The findings suggest that the student support services within the participating schools
are undertaken based on structured systems that integrate a combination of psychological
counseling, academic guidance and coordinated efforts. In general, the stakeholders viewed
3
such services as being accessible, relational, and conducive to student well-being as well as
academic growth. Meanwhile, the findings also identified a list of challenges, such as
resource constraints, time pressure due to rigorous international curricula, and cultural
attitudes and family influence on the help-seeking behavior. Implications for practice, policy,
and future research are given after the discussion of the findings.
of student support services (SSS) in private international schools in Azerbaijan. This study
was mainly guided by the central research question: What are the perceptions of stakeholders
regarding student support services in private international schools in Azerbaijan? In response
to this central question, three research subquestions were used to conduct the study: (1) What
student support services are implemented within private international schools in Azerbaijan?
(2) How do stakeholders describe their experiences with these services? (3) What challenges
do stakeholders identify regarding student support services?
Both groups (recipients and providers of student support services) of participants
including students, school psychologists and coordinators of two private international schools
in Baku were recruited. Semi-structured interviews and document analysis were used to
collect data. Data collected were transcribed, coded, and analyzed using a thematic approach
using the six-step framework of Braun and Clarke (2006). The study is theoretically grounded
on Renn and Reason’s (2013) interpretation of ecological systems theory by Bronfenbrenner
(1979). This framework guided the study to comprehend the functioning of support services
at various levels of the school environment. The findings suggest that the student support services within the participating schools
are undertaken based on structured systems that integrate a combination of psychological
counseling, academic guidance and coordinated efforts. In general, the stakeholders viewed
3
such services as being accessible, relational, and conducive to student well-being as well as
academic growth. Meanwhile, the findings also identified a list of challenges, such as
resource constraints, time pressure due to rigorous international curricula, and cultural
attitudes and family influence on the help-seeking behavior. Implications for practice, policy,
and future research are given after the discussion of the findings.