scholarly journals Support for teachers to reduce early school leaving

2021 ◽  
Author(s):  
Kristīne Liepiņa ◽  
◽  
Lūcija Rutka ◽  
Keyword(s):  
Young People ◽  
Great Influence ◽  
Educational Decisions ◽  
Activity Data ◽  
Early School Leaving ◽  
Children And Young People ◽  
State Education ◽  
Early School ◽  
Cooperation System

The early school leaving is an important topic in many countries. High early school leaving rates have many costs to individuals and society as a whole (Andrei et al., 2011). State Education Quality Service in Latvia implements European Social Fund Project No. 8.3.4.0/16/I/001 “Support for reducing early school leaving” to reduce the number of children and young people leaving school. The project promotes the creation of a sustainable cooperation system between the municipality, school, educators and parents to identify children and young people at risk of early school leaving and provide them with personalized support. Teacher has great influence on students’ educational decisions (Dunn et al., 2004). The way teachers see themselves as professionals and how they compose their identities in schools is important factor in preventing early school leaving. In order for the teachers to feel confident in their contribution and possible positive solution to the problem, they must have knowledge of the problem and effective solutions. According to the Project teachers are given the opportunity to professionally develop and strengthen their skills for working with young people. The aim of the study is to study the role of a teacher in reducing early school leaving and to reveal the necessary forms of support for the performance of pedagogical activity. Data for this study came from a survey and focus group discussion. 815 teachers participated in the study. Analysis of the data reveals that there are several dimensions in the role of the teacher in reducing early school leaving: creating a favorable and safe learning environment, promoting cooperation with parents and colleagues, improving one’s pedagogical competence, helping students to identify and solve learning and interpersonal problems, and revealing their mental and physical potential. The research results show main areas of professional development of teachers: sharing experience with colleagues and learning from each other, learning student’s individuality at a greater extent, diversification of teaching methods, promoting personal development.

scholarly journals “We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

2021 ◽  
Vol 11 (10) ◽  
pp. 634
Author(s):  
Joanne Banks ◽  
Emer Smyth
Keyword(s):  
Student Engagement ◽  
Young People ◽  
School Engagement ◽  
Qualitative Interviews ◽  
Individual Characteristics ◽  
School Level ◽  
Early School Leaving ◽  
Teacher Student ◽  
Early School

Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher–student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the ‘productive pedagogies’ framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside ‘mainstream’ education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.

scholarly journals Participation and the role of Public Space

2008 ◽  
Vol 2 ◽  
Author(s):  
Anna Gabriel Copeland
Keyword(s):  
Human Rights ◽  
Young People ◽  
Public Space ◽  
Legal System ◽  
Children And Young People ◽  
Civic Society ◽  
Broad Definition ◽  
The Many ◽  
Definition Of

This article examines participatory rights as human rights and considers their importance to the lives of children and young people. It argues that a broad definition of participation needs to be used which takes us from 'round tables' to understanding that young people participate in many different ways. It points out that failure to recognise and respect the many varied ways that children and young people choose to participate results in a breach of their human rights. It shows how our socio-legal system operates to permit and support these breaches of the rights of children and young people, resulting in their alienation from civic society.

scholarly journals The role of television in the constitution of contemporary readers

Comunicar ◽  
2005 ◽  
Vol 13 (25) ◽  
Author(s):  
Maria-Luiza Oswald
Keyword(s):  
Young People ◽  
Cultural Studies ◽  
Latin American ◽  
Children And Young People ◽  
The World ◽  
Nestor Garcia Canclini ◽  
Latin American Cultural Studies ◽  
The Impact ◽  
Estudios Culturales

This paper intends to show, based on the contributions of Latin American Cultural Studies, that the difficulty children and young people have with the organization of written texts, such as that found in books, is determined by the impact that the technology of images exercises over the ways in which they learn to read the world. An analysis of the first interviews with young people, conducted as part of an institutional project in progress, point to the role played by the language of television cartoons in their development as readers. El presente trabajo trae el análisis de las primeras entrevistas realizadas en el ámbito de una investigación institucional en curso interesada en investigar los sentidos/lecturas que niños y jóvenes realizan acerca de los productos de la cultura pop japonesa –mangás (historias en cuadritos), animes (dibujos animados) e videojuegos– basada en la orientación de los Estudios Culturales latinoamericanos (Jesús Martín-Barbero, Néstor García Canclini, Guillermo Orozco Gomes, entre otros autores). Ellos proponen que la recepción de los productos mediáticos sea analizada a partir de un desplazamiento teórico-metodológico que, reorientando el foco de los medios/mensaje para las mediaciones, permite identificar los receptores no como «dóciles audiencias», sino como productores activos de sentidos. Se pretende, con eso, intentar contribuir para la superación de la tensión entre la escuela y las culturas infantil y juvenil, tensión que tiene como uno de sus pilares el conflicto entre la cultura letrada y la cultura de la imagen. El estudio, que supone la opción por un abordaje cualitativo de carácter etnográfico, viene siendo realizado a través de entrevistas semi-estructuradas individuales con consumidores del trípode de la poderosa industria de entretenimiento nipónica, que se viene constituyendo como fenómeno mundial de comunicación de masa. Los discursos de los primeros entrevistados –cuatro jóvenes fanáticos de animes y mangas, cuya edad oscila entre 17 y 22 años– destacaron la influencia que el lenguaje de la TV ejerce sobre el extrañamiento que mantiene con el texto impreso tal como él se organiza en el libro. No obstante, la presencia en lo cotidiano de esos sujetos de un cúmulo de estímulos sonoros y visuales, no es raro depararnos con la existencia de una crisis de lectura que afecta niños y jóvenes, influenciando su desempeño en la escuela. Delante de los relatos, el grupo de investigación se formula algunas cuestiones: ¿la alusión a la crisis no sería, en el fondo, una incapacidad de las generaciones que fueron educadas y escolarizadas en los moldes de la cultura letrada?; entender que «el pretencioso gesto universal del libro» (W. Benjamin) ya no resuena entre las nuevas generaciones que ya nacieron bajo el impacto que la tecnología del sonido y de la imagen ejercen sobre la escritura? No sería, entonces, posible suponer que, si hay una crisis de la lectura, ¿es por las generaciones pasadas que está sendo vivenciada? Frente a esto, ¿no sería más adecuado, en vez de quedarnos repitiendo que existe una crisis de lectura que afecta la escolarización de niños y jóvenes y de permanecer buscando soluciones milagrosas para ese conflicto, asumir que estamos delante no de una crisis, sino de un contexto histórico del cual precisamos aproximarnos para no perder el tren de la historia? Esas fueron algunas de las preguntas que el examen de las cuatro primeras entrevistas con los jóvenes permitió sacar a luz de los fundamentos de los Estudios Culturales latinoamericanos, y es sobre ellas que ese texto se vuelca, no con la intención de responderlas, sino con el objetivo de constituirlas como un mapa que puede revelarnos caminos «para pasar de las respuestas que fracasaron a las preguntas que renuevan las ciencias sociales y las políticas libertadoras» (Néstor Canclini).

Children and Young People’s Right to Participate: National and Local Youth Councils in Ireland

2016 ◽  
Vol 24 (1) ◽  
pp. 135-154 ◽  
Author(s):  
Catherine Forde ◽  
Shirley Martin
Keyword(s):  
Young People ◽  
Research Study ◽  
Local Level ◽  
Youth Participation ◽  
Original Research ◽  
Active Citizenship ◽  
Children And Young People ◽  
Societal Impacts ◽  
The Republic

This article explores the impacts of participation in local and national child and youth councils in the Republic of Ireland. It is based on an original research study for which 300 young people were asked about their experience of participating in youth councils. The research indicates that while youth councils have succeeded in offering children and young people opportunities to acquire skills and to influence decision-making at the local level, the institutional and societal impacts of their participation are less apparent. The research provides evidence that youth participation impacts positively on young people’s active citizenship and on-going engagement with democratic institutions after their participatory experiences have ended. It also indicates a growing awareness and recognition of the role of children and young people in the community. The article concludes that participatory structures such as youth councils should be underpinned by statutory guidelines and legislation so that children and young people’s participation is meaningful and gains from their participation are not lost.

scholarly journals The role of arts activities in developing resilience and mental wellbeing in children and young people a rapid review of the literature

2017 ◽  
Vol 137 (6) ◽  
pp. 337-347 ◽  
Author(s):  
Leyre Zarobe ◽  
Hilary Bungay
Keyword(s):  
Young People ◽  
Extracurricular Activities ◽  
Relationship Building ◽  
Mental Wellbeing ◽  
Rapid Review ◽  
Emotional Wellbeing ◽  
Children And Young People ◽  
Self Confidence ◽  
Search Terms

Aims: This rapid review explores the role of arts activities in promoting the mental wellbeing and resilience of children and young people aged between 11 and 18 years. Methods: A systematic search of the literature was undertaken across 18 databases; no date limit was set on publication. Search terms included a range of creative activities: music, dance, singing, drama and visual arts; these were combined with terms linked to aspects of mental health, emotional wellbeing and resilience. Only studies related to activities that took place within community settings and those related to extracurricular activities based within schools were included. Results: Following the application of inclusion and exclusion criteria, eight papers were included in the review. The interventions used in the studies were diverse and the research was heterogeneous; therefore, narrative synthesis of the results was conducted. The findings from the studies are considered in terms of the contribution the activities make to building resilience of children and young people. It was found that participating in arts activities can have a positive effect on self-confidence, self-esteem, relationship building and a sense of belonging, qualities which have been associated with resilience and mental wellbeing. Conclusions: Although the research evidence is limited, there is some support for providing structured group arts activities to help build resilience and contribute to positive mental wellbeing of children and young people.

Participation in Healthcare: the Views and Experiences of Children and Young People

2011 ◽  
Vol 19 (1) ◽  
pp. 107-125 ◽  
Author(s):  
Mary Donnelly ◽  
Ursula Kilkelly
Keyword(s):  
Young People ◽  
Healthcare Setting ◽  
Children's Rights ◽  
Children And Young People ◽  
Effective Implementation ◽  
Clear Sense ◽  
Rights Of The Child ◽  
Healthcare Experience ◽  
Role Of Parents

AbstractArticle 12 of the Convention on the Rights of the Child provides for the child's right to be heard and to be involved in decisions made about him/her. Effective implementation of the provision can have a lasting impact on children's lives but it presents challenges, especially in areas like healthcare where the dynamics and pressures of the healthcare setting and the role of parents influence proceedings. Research involving children shows that their experience in this area is mixed, although they have a clear sense of the importance of being listened to about their healthcare and how their treatment can be improved. The similarities between children's opinions on what they want from the healthcare experience and what Article 12 and the Convention generally set out to achieve is reassuring and presents a strong template as to how to strengthen the protection of children's rights in the healthcare setting.

Promoting the Education of Children and Young People in Public Care

2001 ◽  
Vol 25 (2) ◽  
pp. 26-32 ◽  
Author(s):  
Helen Hibbert
Keyword(s):  
Young People ◽  
Data Collection ◽  
Social Services ◽  
Local Authorities ◽  
Target Setting ◽  
Public Care ◽  
Children And Young People ◽  
England And Wales ◽  
Departments Of Education

This article by Helen Hibbert provides a summary and analysis of the education of children and young people in public care in England and Wales, with reference to last year's publication of the Guidance on the Education of Children and Young People in Public Care (DH/DfEE, 2000). The article summarises the most important features of the Guidance, and identifies key implications for practice. These include joint working between departments of education and social services, data collection and planning, the role of the Designated Teacher, target setting and achievement, exclusion and raising expectations. The author comments on implications of the Guidance for local authorities, young people, carers and teachers.

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