scholarly journals CAUSES OF EARLY SCHOOL LEAVING AND PREVENTION MEASURES: SCHOOL DIRECTORS’ INSIGHTS

2021 ◽  
Vol 8 (5) ◽  
Author(s):  
Nikolaos Bitsakos
Keyword(s):  
Secondary School ◽  
Female Students ◽  
Prevention Measures ◽  
Structured Interviews ◽  
Students At Risk ◽  
Early School Leaving ◽  
School Directors ◽  
Early School ◽  
Agricultural Business ◽  
Close Family

<p>The following study explores the phenomenon of early school leaving and related prevention strategies, focusing on the region of Crete, an island in Greece which has high early school leaving rates. This is a qualitative research focused on the opinions and attitudes of the elementary and secondary school units’ directors. Thirteen semi-structured interviews were conducted, showing the interviewees’ opinions about the reasons students leave school in this specific district, the applied prevention measures, and their evaluation. It is noted that the frequency of early school leaving in the local high schools and lyceums is high, while in the elementary schools it is low, which is mainly caused by the students’ decision to enter the job market, help their family agricultural business, and create a family of their own or get married -especially the female students. Furthermore, participants state that they apply certain prevention measures, which include regular communication with the close family circle and with students at risk. Finally, they state that the effectiveness of the measures implemented depends - to a large extent - on the funding provided to schools, mainly as recruitment of specialized staff.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0520/a.php" alt="Hit counter" /></p>

Identifying students at risk of early withdrawal from secondary school

1994 ◽  
Vol 11 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Graham Bradley
Keyword(s):  
High School ◽  
Secondary School ◽  
Family Support ◽  
School Performance ◽  
Past Research ◽  
Students At Risk ◽  
Early Withdrawal ◽  
Early School ◽  
Occupational Values ◽  
Detailed Questionnaire

ABSTRACTPast research has identified many correlates of failure to complete 12 years of high school, but further work is required to synthesise this knowledge prior to the implementation of appropriately targeted intetventions. In the current study, a detailed questionnaire containing items relevant to school leaving was constructed using the findings from past research. The questionnaire was administered to 299 students in Years 9 to 11 at a Queensland coeducational state high school. Factor analysis of the students' responses yielded nine factors which were related to an intention to withdraw from school prior to Year 12. Discriminant analysis indicated that early school leaving was most parsimoniously predicted by a combination of scales measuring academic and occupational values, past school performance, family support, and a “masculine-jock” orientation.

scholarly journals Preventing school disaffection, failure and dropout. The ESF projects “Last Round” and “Energy Start”

2021 ◽  
Vol 21 (2) ◽  
pp. 93-105
Author(s):  
Silvia Dell'Anna ◽  
Dario Ianes
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Students At Risk ◽  
Early School Leaving ◽  
School Population ◽  
Early School ◽  
The Social ◽  
Fattori Di Rischio ◽  
Increasing Risk ◽  
Autonomous Province

Early school leaving is a very important issue in our country, both for its individual consequences and for the social and economic repercussions. The Covid-19 pandemic has exacerbated some existing trends, increasing risk factors and putting at greater risk of dropout some portions of the school population. The article reflects on the phenomenon of early school leaving and on intervention options, with particular reference to the period of COVID-19 emergency. Starting from the results of two project experiences conducted in 2020 in some secondary schools of the Autonomous Province of Bolzano, the contribution examines the protective and risk factors, the needs of students at risk, the contents and teaching strategies of interventions. Finally, it reflects on the different options for implementation, on monitoring and research.   Prevenire la disaffezione scolastica, l’insuccesso e l’abbandono. I progetti FSE “Last Round” ed “Energy Start” La dispersione scolastica rappresenta una questione di grande rilevanza nel nostro Paese, sia per le sue conseguenze individuali sia per le ricadute sociali ed economiche. La pandemia da Covid-19 ha acuito alcune tendenze già esistenti, ampliando i fattori di rischio e colpendo con maggiore intensità alcune porzioni di popolazione scolastica. L’articolo riflette sul fenomeno dell’abbandono scolastico precoce e sulle opzioni di intervento, con particolare riferimento al periodo di emergenza sanitaria. A partire dai risultati di due esperienze progettuali condotte nell’anno 2020 in alcune scuole secondarie delle Provincia Autonoma di Bolzano, il contributo prende in esame i fattori protettivi e di rischio, i bisogni dell’utenza a rischio di dispersione, i contenuti e le strategie didattiche degli interventi formativi. Infine, si riflette sulle differenti modalità di implementazione, sul monitoraggio e sulla ricerca.

Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories

2019 ◽  
Vol 19 (5) ◽  
pp. 445-462 ◽  
Author(s):  
Hanna Tomaszewska-Pękała ◽  
Paulina Marchlik ◽  
Anna Wrona
Keyword(s):  
At Risk ◽  
Negative Impact ◽  
Structured Interviews ◽  
Students At Risk ◽  
School Disengagement ◽  
Educational Trajectories ◽  
Early School ◽  
Downward Spiral ◽  
Youth At Risk ◽  
Educational Biographies

The theoretical framework of the paper combines the notions of school disengagement and educational trajectories. Our current research has demonstrated that several trajectories of school disengagement can be distinguished: unanticipated crisis, parabola, downward spiral, boomerang, resilient route, shading out. The text focuses on two trajectory types – the parabola, when youngsters facing increasing school disengagement are provided with substantial support and their trajectory changes its direction, and the downward spiral, which despite the support leads to further school disengagement and school leaving. Analysing the educational biographies of students from secondary schools in Warsaw, we focus on their perceptions of the support provided by different formal and informal sources. Investigating the protective factors and successful interventions might thus be useful in fostering the educational success of youth at risk. An analysis of the trajectories might be treated as guidance as to how to offset the negative impact of social and educational inequalities and hence to reverse the negative direction in one’s educational trajectory. The text is based on qualitative analysis of data obtained within an international research project: individual semi-structured interviews with Polish students at risk of early school leaving and youngsters who left school early.

Students’ Perceptions of Early School Leaving: A Moroccan Case Study

2020 ◽  
Author(s):  
Aicha El Alaoui ◽  
Naicker Sigamoney ◽  
Ambalika Dogra
Keyword(s):  
Early School Leaving ◽  
Early School

The politics of educational success: a realist evaluation of early school leaving policies in Catalonia (Spain)

2016 ◽  
Vol 59 (3) ◽  
pp. 364-381 ◽  
Author(s):  
Aina Tarabini ◽  
Marta Curran ◽  
Alejandro Montes ◽  
Lluís Parcerisa
Keyword(s):  
Realist Evaluation ◽  
Educational Success ◽  
Early School Leaving ◽  
Early School
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