Origin and interplay of factors related to ESL

Longitudinal studies of students which follow them from their initial participation in the PISA study at age 15 clearly show that the strongest predictor of students’ early school leaving (ESL) is their achievement in the PISA test. This achievement is a significant predictor of ESL, even after controlling for students’ socio-economic status. These data show that strong competencies can help overcome the effects of disadvantages.

Aspects of the education system that concern the risk of ESL include the socio-economic segregation of schools, early tracking and grade retention. In that regard, protective aspects are high quality and accessible ECEC and VET. Well-managed transitions between educational levels that reflect a student’s changing needs in order to ensure the provision of a developmentally appropriate and engaging context are called for.

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.

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.