This paper attempts to identify the process used to support the return of students to school using the model case of the Taiwanese government in Taiwan. First of all, the concept of "guidance teachers" was explored, as well as the case studies for the process used by the guidance teachers to support the students in their return to school. The analysis showed that the process was divided into two levels depending on circumstances, to establish education at schools itself. It appears that guidance teachers utilize their externality within the schools, and conduct their support across a broad jurisdiction both within and outside schools.
Finally, to sightsee potential issues, I examined the role of the guidance teacher with regards to the support of returning students. I looked at the guidance system and the broad jurisdiction of the guidance teacher, both within and outside the schools, and how these could affect their relationships with school social workers.
