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Risk management is gaining acknowledgement in organisational management due to the benefits it brings with it, such as ability of managers to forecast possible threats and plan the most appropriate prevention measures. Psychosocial risk group is one of the largest risk group types and is related to the aspects of staff overburning, lack of employee motivation, health problems due to stress, etc. Study carried in Latvia about risk management showed that psychosocial risks are significant for educational institutions. Empirical research carried out in Latvia has shown that the top risks perceived by the education sector professionals in Latvia are overloading of employees and lack of employee motivation. Hypothesis of this study is that psychosocial risks, such as overloading and lack of motivation, are not dealt well with due to low awareness of effective psychosocial risk management techniques. There was no profound research performed on this topic in Latvia in the last ten years. The aim of this study is to explore different methods researched by other authors how the risk can be managed, analyse causes of these risks and provide the recommendation on how to deal with the psychosocial risks in the educational sector.

The recent reforms in the Latvian general education curriculum along with a school network reorganization have brought new attention  to the issues related to a teacher education and the level of professionalism in everyday teaching work. Soviet-era education and work experience in diverse political and education systems (under the Soviet rule and after the restoration of independence) are factors that should be taken into account when analyzing the teacher in the citizenship education learning process. For the needs of this Paper, the authors used the data of the IEA ICCS 2016 (International Association for the Evaluation of Educational Achievement International Civic and Citizenship Study 2016) teachers who teach citizenship education-related school subjects (n=249) and their students (N=3224, Grade 8, average age from 13 to 14). To process the data, the authors usedclusters, correlations, regression analysis and descriptive statistics.The aim of this Paper is to study what the teacher is like in the process of citizenship education. The findings allow making two conclusions: First, the teacher’s personality, experience and networking skills plays an important role; Second, the popular assumption among both professionals and nonprofessionals  that cooperation between an eighth-grade teachers and parents leads to a better student achievements is false.