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
Hymel, S.
Bibliography
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Students’ social and civic competencies: Predictors of ESL
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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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Interplay of factors that contribute to ESL at school level
Although ESL is impacted by the composition of a school (e.g. mean SES) and its structure (e.g. size), school practices, especially the way curriculum is delivered in practice as well as caring, supportive and respectful teachers (and other school staff) who believe in students’ ability to succeed, seem particularly important for ensuring (potential) ESLers remain in school.
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How teacher-teacher and teacher-student cooperation link with achievement – evidence from international studies
Evidence from international large-scale assessment studies shows that more complex professional collaboration between teachers and teacher-student relations is associated with an improvement in student achievement, even when considering differences in students’ backgrounds. It may also be important that teachers who collaborate more with their colleagues generally report more positive teacher-student relations.
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