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.

What do young adults’ educational experiences tell us about Early School Leaving processes?

2020 ◽  
Vol 19 (5) ◽  
pp. 463-481
Author(s):  
Sofia A Santos ◽  
Cosmin Nada ◽  
Eunice Macedo ◽  
Helena C Araújo
Keyword(s):  
Young Adults ◽  
Educational Transitions ◽  
Early School Leaving ◽  
School Disengagement ◽  
Educational Trajectories ◽  
The North ◽  
School Based ◽  
Early School ◽  
Secure Learning ◽  
Support Mechanisms

What leads young people to disengage and leave school early? This paper focuses on young adults’ educational trajectories, with the objective of identifying useful insights for improving school measures and strategies against early school leaving and school disengagement. Specifically, it draws upon an empirical study with young adults from the north of Portugal. Longitudinal bio-interviews took place with young men and women, aged 17 to 24, who were enrolled in secondary education at mainstream schools or in alternative learning contexts or who were early school leavers. A set of critical moments and circumstances were identified as turning points in the young adults’ descriptions of their school trajectories, revealing both obstacles and incentives to continue studying. Based on these narratives, the study identifies some risk and protective factors for early school leaving and makes suggestions about how to improve school-based measures to prevent school disengagement. Some key recommendations for schools include: increased support mechanisms during educational transitions; a firm stance on bullying and the creation of violence-free and secure learning environments; enhancing socio-emotional support and encouraging the emergence of relationships of care; and providing meaningful education by ensuring the school content is aligned with students’ motivations and needs.

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>

Characteristics of students ‘at risk’ of leaving school early

1998 ◽  
Vol 8 ◽  
pp. 25-38
Author(s):  
Gloria Lew ◽  
Esther Care
Keyword(s):  
At Risk ◽  
Coping Styles ◽  
Self Esteem ◽  
Alternative Programs ◽  
Students At Risk ◽  
Early School ◽  
Academic Year ◽  
Group Self ◽  
Support Research

Students who leave school early face long-term unemployment and a future possibly dependent on social welfare. This study reports characteristics of students at risk of leaving the education system. On the basis of teacher judgment, a group of students was selected to participate in an alternative Year 10 program at a rural school. Measures of scholastic achievement were administered at the beginning of the academic year, and personality measures at mid-year. Compared with their peers, these students were low academic achievers. They adopted coping styles which were more consultative and externalised than those adopted by the mainstream group. Self-esteem indicators did not discriminate strongly between the groups. Results support research which identifies achievement as a predictor of early school leaving, but lends an optimistic view of the potential of alternative programs to offer students strategies and resources which may optimise their chances of remaining in the school system longer than would otherwise have been predicted.

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.

scholarly journals Protection of Immigrant Children and Youth at Risk: Experiences and Strategies of Social Integration in Portugal

Societies ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 122
Author(s):  
Inês Casquilho-Martins ◽  
Thais Matela
Keyword(s):  
At Risk ◽  
Young People ◽  
Social Integration ◽  
Social Inclusion ◽  
Positive Impact ◽  
Immigrant Children ◽  
Multidisciplinary Teams ◽  
Structured Interviews ◽  
Children And Young People ◽  
Youth At Risk

Over the years, social projects and programmes in Portugal have resulted in actions and outcomes to improve the integration and social inclusion of immigrant children and young people in socially vulnerable territories. This article aims to analyse the intervention experiences of teams with immigrant children and young people at risk. The developed study focused on a qualitative approach through the systematisation of measures to protect the rights of immigrant children and young people in Portugal. Semi-structured interviews were also carried out with professionals working in multidisciplinary teams intervening with immigrant children and young people. The results allow the identification of strategies and intervention methods with a positive impact on social integration supported by collaborative and participatory methodologies, but also highlight limitations such as cultural and linguistic barriers, and lack of children’s participation. Thus, it becomes fundamental to value the central role of children and young people in promoting and guaranteeing their rights.

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

Early Identification of Youth at Risk for Suicidal Behavior

Crisis ◽  
2019 ◽  
Vol 40 (5) ◽  
pp. 326-332
Author(s):  
Ivonne Andrea Florez ◽  
Devon LoParo ◽  
Nakia Valentine ◽  
Dorian A. Lamis
Keyword(s):  
At Risk ◽  
Early Identification ◽  
Suicide Risk ◽  
Psychiatric Symptoms ◽  
Demographic Factors ◽  
Health Centers ◽  
Lack Of Information ◽  
Youth At Risk ◽  
Logistic Regressions ◽  
Lethal Means

Abstract. Background: Early identification and appropriate referral services are priorities to prevent suicide. Aims: The aim of this study was to describe patterns of identification and referrals among three behavioral health centers and determine whether youth demographic factors and type of training received by providers were associated with identification and referral patterns. Method: The Early Identification Referral Forms were used to gather the data of interest among 820 youth aged 10–24 years who were screened for suicide risk (females = 53.8%). Descriptive statistics and binary logistic regressions were conducted to examine significant associations. Results: Significant associations between gender, race, and age and screening positive for suicide were found. Age and race were significantly associated with different patterns of referrals and/or services received by youths. For providers, being trained in Counseling on Access to Lethal Means was positively associated with number of referrals to inpatient services. Limitations: The correlational nature of the study and lack of information about suicide risk and comorbidity of psychiatric symptoms limit the implications of the findings. Conclusion: The results highlight the importance of considering demographic factors when identifying and referring youth at risk to ensure standard yet culturally appropriate procedures to prevent suicide.

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