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.

Improving academic attitudes among ethnic minority youth at risk for early school leaving: the interactive effects of cross-group friendships and ethnic identity

2015 ◽  
Vol 46 (5) ◽  
pp. 294-301
Author(s):  
Paola Cardinali ◽  
Laura Migliorini ◽  
Luca Andrighetto ◽  
Nadia Rania ◽  
Emilio Paolo Visintin
Keyword(s):  
At Risk ◽  
Ethnic Identity ◽  
Ethnic Minority ◽  
Minority Youth ◽  
Interactive Effects ◽  
Ethnic Minority Youth ◽  
Early School Leaving ◽  
Academic Attitudes ◽  
Early School ◽  
Youth At Risk

scholarly journals Emphasizing the Social Aspects of Learning to Foster Success of Students at Risk

2001 ◽  
Author(s):  
Suzanne White-Brahmia ◽  
Eugenia Etkina
Keyword(s):  
At Risk ◽  
Social Aspects ◽  
Students At Risk ◽  
The Social

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.

Children at Risk

2020 ◽  
pp. 65-86
Author(s):  
Canan Yildiz Çiçekler ◽  
Devlet Alakoç Pirpir
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Social Structure ◽  
Chronic Diseases ◽  
Risk Group ◽  
Children At Risk ◽  
Divorced Families ◽  
The Social ◽  
The World ◽  
Children’S Exposure

Children's exposure to many risk factors such as; need for protection, living on the streets, working, abuse and neglected, pushed into crime, exposed to violence, obliged to immigrate due to war, living under socio-economic disadvantageous conditions, having chronic diseases, being a disabled child and living in divorced families can arise from both their families and from the social structure. Throughout the world, many children live at risk due to various reasons. Irrespective of the reasons, which risk group the children enter and the factors causing this situation should be examined. According to the obtained data, the factors causing to such situations should be determined and necessary precautions should be taken. Thus, the negative conditions, under which the children are, can be improved and the children can be reintegrated into society.

International Students At-Risk

2020 ◽  
pp. 238-251
Author(s):  
John Cuzzocrea
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
International Students ◽  
International Student ◽  
Culture Shock ◽  
Well Being ◽  
Students At Risk ◽  
International Student Recruitment ◽  
General School ◽  
Mental Well Being

International student recruitment has grown in schools across Canada and has extended into the elementary and secondary school panels. These students have specific needs and challenges, which put them at greater risk in comparison to the general school population. International students, especially at first, may struggle with risk factors such as culture shock, homesickness, loneliness, and depression. It is important to understand these challenges to ensure the mental well-being of these students.

Co-occurring risk factors among U.S. high school students at risk for suicidal thoughts and behaviors

2020 ◽  
Vol 266 ◽  
pp. 743-752
Author(s):  
Jean P. Flores ◽  
Karen L. Swartz ◽  
Elizabeth A. Stuart ◽  
Holly C. Wilcox
Keyword(s):  
Risk Factors ◽  
High School ◽  
At Risk ◽  
High School Students ◽  
School Students ◽  
Students At Risk ◽  
Suicidal Thoughts ◽  
And Behaviors ◽  
Suicidal Thoughts And Behaviors

Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders

2021 ◽  
Vol 86 ◽  
pp. 78-99
Author(s):  
Ann P. Daunic ◽  
Nancy L. Corbett ◽  
Stephen W. Smith ◽  
James Algina ◽  
Daniel Poling ◽  
...  
Keyword(s):  
At Risk ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Social Emotional Learning ◽  
First Grade ◽  
Emotional Learning ◽  
Social Emotional ◽  
Students At Risk ◽  
The Social

The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders

2002 ◽  
Vol 27 (4) ◽  
pp. 371-385 ◽  
Author(s):  
Ya-Yu Lo ◽  
Scott A. Loe ◽  
Gwendolyn Cartledge
Keyword(s):  
At Risk ◽  
Social Skills ◽  
Small Group ◽  
Behavioral Disorders ◽  
Social Behaviors ◽  
Antisocial Behaviors ◽  
Students At Risk ◽  
Social Skills Instruction ◽  
The Social ◽  
Emotional Or Behavioral Disorders

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. A multiple-baseline across-subjects design was conducted to determine whether the combination of small-group and classroom-based social skills instruction would reduce the frequency of antisocial behaviors across two settings (i.e., classroom, lunchroom). Results of the study indicated moderate reductions in antisocial behaviors during small-group social skills instruction. The positive changes either further declined or were maintained after classroom social skills instruction commenced. Training variables are discussed.

scholarly journals A Study of Risk Factors Predicting School Disruption in Children and Youth Living in Ontario

2021 ◽  
pp. 082957352199142
Author(s):  
Li Sun ◽  
Valbona Semovski ◽  
Shannon L. Stewart
Keyword(s):  
Risk Factors ◽  
Substance Use ◽  
Family Functioning ◽  
School Personnel ◽  
Children And Youth ◽  
Supporting Evidence ◽  
Students At Risk ◽  
Factors Associated ◽  
Hyperactivity Disorder ◽  
Early School

School disruption (SD) places students at risk of early school departure and other negative psychological outcomes. Based on the data derived from a sample of Ontario children and youth, this study aims to identify risk factors associated with SD among 1,241 school-aged students. A logistic regression model revealed that substance use, family functioning, Attention Deficit/Hyperactivity Disorder and experiencing bullying, significantly predicted SD. Substance use and family functioning resulted in the largest contributions to SD when holding other variables constant. This study provides supporting evidence of risk factors predicting SD and suggests that mental health and school personnel should consider family functioning and substance use in particular, when creating interventions to decrease premature school termination.

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