Many factors at individual and family level have been found to increase the risk of ESL. Most prominent factor is low socio-economic status. However, ESLs are a heterogeneous category that contains a variety of subgroups (no single ‘profile’ exists) with very different needs and trajectories which should be taken into account.


TOGETHER EVERYONE ACHIEVES MORE
European Commission
Bibliographie
-
Interplay of factors that contribute to ESL at individual/family level
Mots clés : décrochage scolaire -
Students’ social behavior : predictor of students’ academic achievement and ESL
Early school leavers demonstrate poor social adjustment (poor social skills, being disruptive or isolated). Disruptive behavior has negative effect on academic achievement. Link between academic achievement and isolated behavior is not as clear. Supporting students’ social adjustment is warranted from the beginning of school.
-
Why is ESL a problem for modern (EU) society ?
Mots clés : UE -
Importance of cross-sectorial approach towards ESL
-
Team cooperation to tackle ESL – lessons learnt from healthcare, social work and education
Mots clés : décrochage scolaire -
ESL situation in Luxembourg
ESL rate in Luxembourg was among the lowest in Europe in 2013. Education and career guidance is very well developed – either specifically designed to tackle ELET or not. Multi-professional teams are well established.
Pays : Luxembourg -
ESL situation in Spain
Spain has the highest ELET rate in EU-28 countries, but has decreased considerably in the last years. Spain is one of very few European countries with comprehensive strategy to reduce ELET. Multi-professional teams are both legal obligation and well-established practice.
Pays : Espagne -
ESL in the EU : differences and common trends
Differences of national educational systems in the EU should be seen as a luckily situation, enabling to find various unique solutions to ESL problem. When these solutions are provided on controlled policy experiments and are thoroughly contextualized, they could become a mainstream practice for reducing ESL at the EU level.
-
Interplay of factors that contribute to ESL at school level
Many factors at school level have been identified to relate to ESL. Classroom climate, content of curriculum, instructional practices, and assessments as well as school climate and school socio-economic status (SES) seem to be the most important. Moreover, school needs to reflect students’ increasing maturity (e.g. personal) in order to motivate them.
-
Interplay of factors that contribute to ESL at system level
Many factors at system level have been recognized to relate to ESL. Very recently, well-balanced educational systems (PPMI, 2014) or consistent educational systems (Fthenakis, 2014) emerged as highly relevant system attribute. According to the authors educational system should be diverse, but not fragmented.
0 | 10