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.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
early school leaving
Keywords
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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 -
Students’ social and civic competencies: Predictors of ESL
Externalising behaviours (e.g. deviant, disruptive, oppositional behaviour) are consistently shown to be risk factors for ESL. Civic competence (via participation in extracurricular activities) as well as social competence constitute protective factors. Peers also play a role. Supporting students’ social and emotional adjustment early on is warranted.
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Team cooperation in addressing ESL – lessons learnt from health and social care and education
The many lessons from health, social and education settings for multi-professional teams dealing with ESL have been well researched (e.g. team training, sufficient time, funding and resources). Moreover, specifically for ESL teams, discussing how they approach ESL prevention, their understanding of ESL as well as creating an educational alliance are important. However, putting the recommendations into practice remains a challenge.
Keywords : early school leaving -
The importance of the social and emotional competencies of educational staff
The teacher’s social and emotional competencies are linked to healthy student-teacher relationships which, in turn, create better student social, emotional and academic outcomes, including lower levels of ESL. Such competencies of the teacher can be acquired in pre-service or in-service teacher education.
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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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The relationship between teachers’ teaching styles, students’ engagement in school and ESL
A teacher’s teaching style (authoritative, authoritarian and permissive) affects students’ experience in school. It can provoke functional or non-functional perceptions of learning, self-efficacy and schoolwork, thus an appropriate teaching style can help prevent early school leaving.
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ESL prevention extended to the home environment: the relationship between (authoritative) parenting style and ESL
Research emphasises the positive impact of an authoritative parenting style on school achievements, school engagement and also directly on ESL. Parents’ behaviour that is accepting, warm and encouraging yet also firm and with clear expectations has the most favourable impact on a child’s/adolescent’s development and also acts as an ESL preventive factor. Other parenting styles (authoritarian, permissive and uninvolved) have been examined less.
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Learning difficulties and ESL
Students with learning difficulties are at a greater risk for ESL than their peers since they are disproportionately more likely to experience other risk factors for ESL at the individual, family, school, community and/or system levels. Multiple and individualised approaches should be used by the system and educators to reduce the influence of these factors.
Keywords : early school leaving -
Early school leavers in their later (adult) life and social consequences
ESL holds many far-reaching effects for an individual’s overall quality of life: lower employability, income and savings, inferior (public) health status, less risk aversion and increased criminality, less supportive social capital, and reduced lifetime satisfaction. To successfully tackle ESL, it is therefore crucial for all actors involved to be aware of the consequences and help combat ESL on time.
Keywords : early school leaving -
Relational expertise as a prerequisite for effective multi-professional collaboration on ESL
Relational expertise is the ability to recognise and respond to other professionals’ standpoints, while at the same time utilising the knowledge that underpins one’s own practice. This deepens professionals’ understanding of a certain problem and enriches practice, making it an ideal way to help improve the ways multi-professional teams tackling ESL operate.
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