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.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Battin-Pearson, S.
Bibliography
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Interplay of factors contributing to ESL at the levels of the individual, the family and social background
Keywords : early school leaving -
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.
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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.
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The relationship between teachers’ teaching styles, students’ engagement in school and ESL
A teacher’s teaching style (authoritative, authoritarian and permissive) affects students’ experience in school. It can provoke functional or non-functional perceptions of learning, self-efficacy and schoolwork, thus an appropriate teaching style can help prevent early school leaving.
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Mental health as a risk factor for ESL: diagnostics, prevention, intervention
Mental health problems (e.g. anxiety, depression) are some of the risk factors for ESL and, by focusing on mental health prevention and intervention programmes in the school environment, we can reduce the many negative consequences poor mental health has on both the individual and community levels.
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ESL prevention extended to the home environment: the relationship between (authoritative) parenting style and ESL
Research emphasises the positive impact of an authoritative parenting style on school achievements, school engagement and also directly on ESL. Parents’ behaviour that is accepting, warm and encouraging yet also firm and with clear expectations has the most favourable impact on a child’s/adolescent’s development and also acts as an ESL preventive factor. Other parenting styles (authoritarian, permissive and uninvolved) have been examined less.
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Developing healthy social and cultural capital and its effects on education
Although social and cultural capital is to some extent determined, it is important to be aware that individuals’ social capital can also be built and strengthened via the family, peers, school and wider local community. Not only does it encourage a student’s persistence in education, it can also help overcome the effects of a deficit in cultural capital on an individual’s educational path.
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Team members’ and teachers’ understanding of their own unpleasant emotions in the process of teamwork or teaching
The Circular Emotional Reaction (CER) model helps teachers and other professionals working in schools understand their own unpleasant emotions they experience during teaching and teamwork. The knowledge about emotions helps them regulate their emotional reactions and establish better relationships with other professionals or students so as to prevent ESL.
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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).
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Neuroscientific findings concerning education and what they imply for teaching and learning
Evidence shows that findings in the area of neuroscience can help teachers develop new ways to improve the learning process. Improving the learning process by adapting it to meet students’ neurological characteristics may help them attain higher academic achievements and self-efficiency, factors that counter ESL.
Keywords : early school leaving
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