Bibliography

• Interplay of factors contributing to ESL at the levels of the individual, the family and social background

  Individual cognitive factors, especially low-achievement patterns, increase the risk for ESL, but non-cognitive factors (e.g. personality traits, problem behaviour) also play a role. At the level of the family and social background, the most prominent risk factor is low socio-economic status. However, it is noted that ESLers comprise a heterogeneous group.

  Keywords : early school leaving 
  Read more of Interplay of factors contributing to ESL at the levels of the individual, the family and social background
11 February 2015, by Maša Vidmar

• Interplay of factors that contribute to ESL at school level

  Although ESL is impacted by the composition of a school (e.g. mean SES) and its structure (e.g. size), school practices, especially the way curriculum is delivered in practice as well as caring, supportive and respectful teachers (and other school staff) who believe in students’ ability to succeed, seem particularly important for ensuring (potential) ESLers remain in school.

  Keywords : early school leaving  school climate 
  Read more of Interplay of factors that contribute to ESL at school level
23 July 2015, by Maša Vidmar