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.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Hawkins, J. D.
Bibliography
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Students’ social and civic competencies: Predictors of ESL
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Social and emotional learning as a tool for preventing ESL
Social and emotional learning plays an important role in preventing ESL through several mechanisms. When implemented in schools, social and emotional learning prevents ESL directly by promoting school connectedness, commitment and positive attitudes to school, teachers and peers and, indirectly, by enhancing educational success.
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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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Early school leavers in their later (adult) life and social consequences
ESL holds many far-reaching effects for an individual’s overall quality of life: lower employability, income and savings, inferior (public) health status, less risk aversion and increased criminality, less supportive social capital, and reduced lifetime satisfaction. To successfully tackle ESL, it is therefore crucial for all actors involved to be aware of the consequences and help combat ESL on time.
Keywords : early school leaving -
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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Developing students’ emotional intelligence (EI) to help prevent ESL
Children and adolescents with better emotional skills have higher academic achievements and are less prone to ESL. Teachers can help students develop understanding, awareness and regulation of emotions from an early age. The theory and model of circular emotion reaction and the 5-step CER method can be used by teachers in this regard.
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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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