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.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Elias, M. J.
Bibliography
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Students’ social and civic competencies: Predictors of ESL
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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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Social and emotional learning as a tool for preventing ESL
Social and emotional learning plays an important role in preventing ESL through several mechanisms. When implemented in schools, social and emotional learning prevents ESL directly by promoting school connectedness, commitment and positive attitudes to school, teachers and peers and, indirectly, by enhancing educational success.
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Developing students’ emotional intelligence (EI) to help prevent ESL
Children and adolescents with better emotional skills have higher academic achievements and are less prone to ESL. Teachers can help students develop understanding, awareness and regulation of emotions from an early age. The theory and model of circular emotion reaction and the 5-step CER method can be used by teachers in this regard.
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