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