• 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
  • ESL situation in Switzerland

    Switzerland does not provide an official definition of ESLers, although the rate reported by Eurostat is low. The issue of ESL is typically embedded in the context of national programmes and initiatives tackling poverty, risk groups, employability etc. This approach importantly contributes to success in preventing and tackling ESL. Multi-agency partnerships at the local/institutional level are well established.

    Keywords : ESL statistics 
  • 23 July 2015, by Manja Veldin , Maša Vidmar
  • The student’s academic self-concept and its link with ESL

    Supporting the development of a positive academic self-concept is an important factor in preventing ESL. In order to support its development, teachers should pay attention to how they provide feedback to their students (i.e. negative feedback should only be directed to the behaviour/achievement/result and never to the person).

  • 23 July 2015, by Tina Rutar Leban