scholarly journals Young People, Drug Use and Early School Leaving: estimating the prevalence, assessing the impact and assisting policy and planning

2003 ◽  
Vol 10 (2) ◽  
pp. 159-168 ◽  
Author(s):  
Catherine M. Comiskey
Keyword(s):  
Young People ◽  
Drug Use ◽  
Early School Leaving ◽  
Early School ◽  
Policy And Planning ◽  
The Impact

Modelling the Impact of Raising the Age of Participation to 18

2022 ◽  
Author(s):  
Matt Dickson
Keyword(s):  
Public Policy ◽  
Northern Ireland ◽  
Young People ◽  
School Age ◽  
Early School Leaving ◽  
Early School ◽  
The Impact

In England, the compulsory age of participation in education or training was raised to 17 in 2013 and then 18 in 2015. In Wales, Scotland, and Northern Ireland, the school leaving age is 16. The idea of raising the age of participation in education or training is gaining traction in the Scottish context, as well as in Wales. The Wales Centre for Public Policy (WCPP) conducted research for the Welsh Government to explore the implications of pursuing this policy in Wales. The research considered how raising the participation age (RPA) might interact with ongoing reforms to school age and post-16 provision in Wales, and explored alternative policies which concentrate on reducing early school leaving as opposed to policies that legally require young people to remain in learning for longer periods of time.

scholarly journals Representations of Psychoactive Drugs’ Use in Mass Culture and Their Impact on Audiences

2021 ◽  
Vol 18 (11) ◽  
pp. 6000
Author(s):  
Marek A. Motyka ◽  
Ahmed Al-Imam
Keyword(s):  
Young People ◽  
Drug Use ◽  
Mass Culture ◽  
Film Music ◽  
Psychoactive Drugs ◽  
Frequent Contact ◽  
Preventive Actions ◽  
The Impact ◽  
Staying At Home

Drug use has been increasing worldwide over recent decades. Apart from the determinants of drug initiation established in numerous studies, the authors wish to draw attention to other equally important factors, which may contribute to augmenting this phenomenon. The article aims to draw attention to the content of mass culture, especially representations of drug use in mass media, which may influence the liberalization of attitudes towards drugs and their use. The role of mass culture and its impact on the audience is discussed. It presents an overview of drug representations in the content of mass culture, e.g., in film, music, literature, and the occurrence of drug references in everyday products, e.g., food, clothes, and cosmetics. Attention was drawn to liberal attitudes of celebrities and their admissions to drug use, particularly to the impact of the presented positions on the attitudes of the audience, especially young people for whom musicians, actors, and celebrities are regarded as authorities. Indications for further preventive actions were also presented. Attention was drawn to the need to take appropriate action due to the time of the COVID-19 pandemic when many people staying at home (due to lockdown or quarantine) have the possibility of much more frequent contact with mass culture content, which may distort the image of drugs.

scholarly journals Relational analysis of the phenomenon of early school leaving: A habitus typology

2019 ◽  
Vol 19 (5) ◽  
pp. 398-411
Author(s):  
Erna Nairz-Wirth ◽  
Marie Gitschthaler
Keyword(s):  
Young People ◽  
Social Practice ◽  
Early School Leaving ◽  
Social Positioning ◽  
Early School ◽  
The Social ◽  
The Status ◽  
Research Gap ◽  
Extensive Body ◽  
Displacement Processes

Although there is an extensive body of literature on the causes and consequences of early school leaving (ESL), little is known of how early school leavers cope with their situation after having left the education system. This paper’s main objective is to fill this research gap. At first we look at developments in the social positioning of early school leavers in Austria that show that their situation has deteriorated not only because of changes in the labour market (e.g. due to globalization) but also because of displacement processes that are influenced by habitus formation and capital endowment. Drawing on Bourdieu’s concepts of habitus and capital, we explored the situation of young people who had left school early. We used a multi-perspective approach and conducted 123 narrative interviews which we analysed by grouping cases that demonstrated similar social practice and perception patterns generated by a set of socially learned dispositions. Thus we were able to reconstruct a habitus typology consisting of seven different types: the ‘ambitious’, the ‘status-oriented’, the ‘non-conformist’, the ‘disoriented’, the ‘resigned’, the ‘escapist’ and the ‘caring’. How young people experience stigmatization is the common thread that runs through all seven habitus types.

Social inclusion education policy in South Australia: What can we learn?

2017 ◽  
Vol 61 (1) ◽  
pp. 54-74 ◽  
Author(s):  
Andrew Bills ◽  
Nigel Howard
Keyword(s):  
High Risk ◽  
Young People ◽  
Policy Analysis ◽  
Social Inclusion ◽  
Young Person ◽  
Flexible Learning ◽  
Early School Leaving ◽  
Early School ◽  
School Learning ◽  
Learning Options

In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.

The Impact of Institutional Context, Education and Labour Market Policies on Early School Leaving: a comparative analysis of EU countries

2013 ◽  
Vol 48 (3) ◽  
pp. 331-345 ◽  
Author(s):  
Kristof De Witte ◽  
Ides Nicaise ◽  
Jeroen Lavrijsen ◽  
Georges Van Landeghem ◽  
Carl Lamote ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Labour Market ◽  
Institutional Context ◽  
Early School Leaving ◽  
Labour Market Policies ◽  
Eu Countries ◽  
Early School ◽  
The Impact

scholarly journals Could Gamification Be a Protective Factor Regarding Early School Leaving? A Life Story

2021 ◽  
Vol 13 (5) ◽  
pp. 2569
Author(s):  
Laura Guerrero-Puerta ◽  
Miguel. A Guerrero
Keyword(s):  
Mental Health ◽  
School Engagement ◽  
Protective Factor ◽  
Life Story ◽  
Rebound Effect ◽  
Well Being ◽  
Young Student ◽  
Early School Leaving ◽  
Early School ◽  
The Impact

The European Union has recognized the close relationship between mental health, well-being, and education, encouraging studies and whole school interventions that work in the interrelationship between mental health and school, especially in aspects related to Early School Leaving (ESL). Literature shows that there are research gaps in this regard, but there are some inklings to think that innovative teaching methods can improve both adolescent´s mental health and reduce the rates of ESL. The main objective of this article was to find out how the use of game-based teaching techniques affects the well-being of students at risk of ESL. The life story of one young student that has left school early has been studied, focusing on the impact that gamification had in his scholar trajectory and well-being. Data analysis was carried using the constructivist version of the grounded theory. Results showed a certain degree of interrelation between all three aspects. Pointing that a period of gamification can have a positive effect in school engagement as a result of better levels of wellbeing, but also, that if this methodology is not maintained or accompanied it can cause a rebound effect acting as a risk factor to ESL.

scholarly journals Education and the Determinants of Early School Leaving in Campania

2020 ◽  
Vol 4 (1) ◽  
pp. p40
Author(s):  
Dott. Annalisa Grammegna ◽  
Dott. Domenica Ina Giarrizzo
Keyword(s):  
Young People ◽  
School Performance ◽  
Dynamic Process ◽  
Early School Leaving ◽  
Poor School Performance ◽  
Life Long Learning ◽  
Early School ◽  
The Subject ◽  
The Relationship ◽  
Over Time

Skills gaps between people and socio-economic groups persist over time and affect the future of generations.Social change sees the relationship between education as a dynamic process, linked to “life long learning” and equity (Lisbon Commision, 2020) and the concept of human capital.The analysis of such a correlation will be the subject of the study to highlight the reasons for early school leaving and the repercussions on the labour market in some disadvantaged territorial units of reference in Campania (Italy).This regional context is characterized by a higher incidence of poverty, poor school performance and a less favourable condition of young people in the labour market.The examination will focus on the northern suburbs of Naples.

scholarly journals An Empirical Study for European Countries: Factors Affecting Economic Growth and Self-Employment by Gender

2020 ◽  
Vol 12 (22) ◽  
pp. 9450
Author(s):  
Víctor M. González-Sánchez ◽  
Antonio Martínez Raya ◽  
Susana de los Ríos-Sastre
Keyword(s):  
Economic Growth ◽  
Human Capital ◽  
Public Expenditure ◽  
European Countries ◽  
Early School Leaving ◽  
Factors Affecting ◽  
Self Employment ◽  
Early School ◽  
The Impact ◽  
Positive Effect

In economic literature, the relationship between entrepreneurship and economic growth has been widely discussed for some time now. In addition to the different theoretical approaches, a considerable amount of empirical works in recent decades have sought to verify the direct link between both variables by analyzing datasets from several distinct geographic areas. On one hand, it highlights the absence of a common indicator to measure entrepreneurship in practice relating to a country’s economic growth; on the other hand, it shows a great diversity of factors determining them. With the aim of providing new empirical evidence in the field of European entrepreneurship, this paper has analyzed data relating to 31 European countries over the last decade by introducing self-employment as an empirical proxy of entrepreneurship. In particular, this study contrasts the positive effect of public expenditure, investment, human capital, and entrepreneurship on economic growth for a wide range of countries and examines the impact of some economic and educational variables on self-employment, such as unemployment, taxes, education, and early school leaving. The estimation method used in this research had to consider the Ordinary Least Squares through a multiple regression model of constant coefficients based on annual Eurostat statistics for the period of 2010 to 2019. The results obtained verify the positive effect of public expenditure, investment, human capital, and entrepreneurship on economic growth. Moreover, the analysis of other factors affecting entrepreneurship, segregated by gender, shows how unemployment and the level of education have a positive impact on self-employment, while significant increases in the tax rate on capital and early school leaving harmed such variable. No significant differences were found between males and females.

scholarly journals HUMANISATION OF EDUCATION FIELD IN EU COUNTRIES

2021 ◽  
pp. 44-48
Author(s):  
Ilona Mariuts
Keyword(s):  
Decision Making ◽  
Young People ◽  
Educational Institution ◽  
Drop Out ◽  
Educational Institutions ◽  
Early School Leaving ◽  
Eu Countries ◽  
Early School ◽  
The Subject ◽  
Ukrainian Society

The article reviewe current issues in education in particular and in society in general, which are closely related and interdependent. It identifies the specific challenges that the European educational community has been trying to address over the last few years. These include the problem of bullying in educational institutions, early school leaving (drop out), possible social problems leading to bullying and early school leaving, and not a large percentage of young people completing school. Mechanisms and experience of solving these issues and challenges by different EU countries are revealed. The article provides specific examples of the manifestation of the trend of humanization in the educational sphere. Awareness of the subject by the teacher, the ability to recognize and master the techniques of intervention, but also a better conscious approach to the prevention of bullying should have a modern humanist teacher. The problem of early school leaving is still not raised by the Ukrainian society, relevant statistics are not available and this issue is not raised in acute scientific or state circles at the level of society and the state. The author sees the processes of humanization of education in such specific recommendations and experiences of EU countries as respect for students, participation of students and parents in decision-making of the educational institution, respect for the student's personality and his needs and interests in the learning process. All employees of the educational institution – teachers and staff, providing a comfortable and friendly environment of the educational institution.

scholarly journals A Contemporary Study with Early School Leavers: Pathways and Social Processes of Leaving High School

2011 ◽  
Vol 3 (1) ◽  
pp. 1-39 ◽  
Author(s):  
Kate Tilleczek ◽  
Bruce Ferguson ◽  
Dara Roth Edney ◽  
Anneke Rummens ◽  
Katherine Boydell ◽  
...  
Keyword(s):  
Young People ◽  
Low Socioeconomic Status ◽  
Social Process ◽  
School Personnel ◽  
Social Processes ◽  
Early School Leaving ◽  
School Structures ◽  
Early School ◽  
Contemporary Study ◽  
Adult Roles

This article provides an account and discussion of research processes used in a contemporary study of early school leaving in Ontario, Canada. The Ontario Early School Leavers Study was conducted in conversation with 193 young people who left school prior to graduating, their educators and parents.  The study was informed by a review of international literatures which point to the need for innovative social approaches and youth-attuned methodologies in the study of early school leaving.  We present our research processes as informed by this literature and then present new analyses that illustrate critical social processes in early school leaving. The findings present unique data to show three pathways to early leaving and a constellation of risk and protective situations encountered by these young people along the way.  Risk situations included the daily social workings of poverty, low socioeconomic status, the need to take on early adult roles, “place”, academic and social disengagement, negative relations with families and/or school personnel, and inflexible or unsupportive school structures. Protective situations were encountered in supportive families; from parents and teachers; in schools that were caring, flexible, and proactive; and in processes of self determination. The perspectives of the young people are discussed in relation to the international literature and the perspectives of 71 parents and educators who participated in the study.  Impacts on practices in secondary schools suggest that early school leaving be recognized and treated as a heterogeneous, complex social process occurring at and across the nexus of families, schools, youth cultures and communities.

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