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.
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TOGETHER EVERYONE ACHIEVES MORE
Bronfenbrenner, U.
Bibliography
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Interplay of factors contributing to ESL at the levels of the individual, the family and social background
Keywords : early school leaving -
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.
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