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 
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11 February 2015, by Maša Vidmar

• 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.

  Keywords : early school leaving  relational competence  teachers 
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11 February 2015, by Maša Vidmar

• 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.

  Keywords : prevention programs  school bonding  social and emotional competences 
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11 February 2015, by Ana Kozina

• Preventing ESL by enhancing resiliency

  Educational resilience is related to staying in school despite high risks (e.g. low social economic status, migrant status) present in one’s life and, as such, can offer a path for preventing ESL. Enhancing educational resilience is a result of fostering protective factor(s) on either the contextual (family, school, community, e.g. parental education trainings, positive school climate improvements…) or individual level (e.g. mind-set trainings).

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23 July 2015, by Ana Kozina

• What can we learn from second-chance education programmes for adults to prevent ESL in younger generations?

  A review of second-chance education programmes and practices indicates that mainstream education could help prevent ESL by implementing its main principles: a student-centred approach to learning, encouragement of a supportive school environment and relationships, socio-emotional support, use of interactive teaching methods and connectedness to different community agents.

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23 July 2015, by Klaudija Šterman Ivančič