Innovations in social pedagogical assistance in schools are important for ensuring equal opportunities in education for all social

groups, especially for children from disadvantaged social, economic and cultural (SEC) backgrounds, to address the issue of quality

and accessible teaching and learning. National school quality reports point to the insufficient implementation and diffusion of innovations

in schools. Scientific literature indicates that educators-innovators are important for the diffusion of educational innovations

in schools, so they need appropriate conditions created for them to disseminate the innovations in communities. The aim of this

research is to identify preconditions for the diffusion of social pedagogical assistance (SPA) innovations in secondary schools. The

qualitative research (interviews with social pedagogues) has identified preconditions for the diffusion of SPA innovations in schools:

the constant self-reflection of social pedagogues, an enabling (creative) environment, the opportunity to experiment and see the value

of innovation, with sufficient time allowed for this collegial support as well as constructive and timely feedback from the school

administration.