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.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
European Commission
Bibliography
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Learning difficulties and ESL
Keywords : early school leaving -
The role of career guidance in ESL
Career guidance (with appropriate methods, contents, early provision, the actors involved) can overcome two important (individual) ESL risk factors – the lack of relevance of schooling and the lack of educational/career aspirations. The systematic development of career management skills helps potential ESLrs perceive their schooling as a meaningful part of their lifelong personal, social and career development.
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The role of physical activity in ESL
The socio-emotional well-being, learning behaviour and motivation of ESL students can be supported by including regular physical activity in prevention and compensation ESL programmes. School-community collaboration, extracurricular sport activities, organised sport events and expressive practices are possible forms of such activities.
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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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Teachers’ professional development
The continuing professional development (CDP) of teachers is one of the most important approaches for preventing ESL. Improving educators’ competencies (e.g. communication, discipline management and cooperation competencies) implies improving students’ educational experience and reducing their risk for ESL. CPD should intertwine the different modes (e.g. study groups, self-reflection etc.) taking teachers’ motivation, interests and their stage of professional development into account.
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Non-formal motivational focuses for potential early school leavers
It is possible to foster the learning motivation of potential ESLrs already in mainstream education by applying non-formal and informal educational principles to teaching and learning processes. The teacher has two main pathways for enhancing the motivation of at-risk students: by recognising their informally gained knowledge and by organising non-formal learning environments and learning experiences.
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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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“Knowledge society” and its conception of knowledge: The production of interchangeable “knowledge workers” and the potential redundancy of educational process*
If the conception and character of knowledge that should be taught is drifting toward “economic survivalism”, then also the approach of school system and educators toward students is prone and subjected to change corresponding to these new demands. The general aspect of this change is that those who are to be educated are not approached by educators as future citizens but as future knowledge workers.
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