Obradovic, J.


  • Students’ social and civic competencies: Predictors of ESL

    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.

  • 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.

  • 11 February 2015, by Maša Vidmar
  • 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).

  • 23 July 2015, by Ana Kozina