Early school leavers demonstrate poor social adjustment (poor social skills, being disruptive or isolated). Disruptive behavior has negative effect on academic achievement. Link between academic achievement and isolated behavior is not as clear. Supporting students’ social adjustment is warranted from the beginning of school.
Guay, F.
Bibliographie
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Students’ social behavior : predictor of students’ academic achievement and ESL
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The relationship between the teachers’ teaching styles, students’ engagement in school and ESL
Teacher’s teaching style affects students’ experience in school. It can provoke pleasant or unpleasant emotions about learning and schoolwork, thus the appropriate teaching style can serve as prevention for ESL.
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Mental health as a risk factor for ESL : diagnostic, prevention, intervention
Paper analyses psychological factors of ESL with special focus on anxiety. Anxiety is a cognitive, emotional, behavioural and physiological response with a feeling of danger that interferes significantly with overall and also school functioning and therefore can play a significant role in ESL.
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Support for autonomy, efficacy and relatedness using school – community collaboration as a systematic ESL prevention tool
The paper analyzes the role of local community in ESL – with special focus on school-community collaboration and Self-Determination Theory. Our underlying assumption that is tested in the paper is that positive and ongoing school-community collaboration fosters students’ autonomy, competence and relatedness which consequently prevent ESL.
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Non-formal motivational focuses for potential early school leavers
Teachers could use some basic principles of non–formal and informal learning, such as introducing unconventional learning environments, methods, topics, sources of knowledge and others, to enhance learning and increase motivation in potential ESLrs.