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Wordwall - Create better lessons quicker

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POPA GABRIELA-MONICA-Say a sentence -quote- from your favorite movie, JIANU GABRIELA- MARIA- Tell us your nickname if you have or find it.

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Renkli 3D İllüstrasyonlu Uzaktan Öğrenim Etkinlikler ve Özel İlgi Sunum - Presentation (16:9) by Yıldız Erdoğmuş

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Early School Leaving (Abondono Escolar) Don't Give Up and Catch Your Dreams The Definition of ESL ESL ? ELET ? NEET ? On what level do they drop out? Do they finish the compulsory(formal) education? How many years do they go on schools? How old are they?

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Please match the pictures with explanations

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EARLYWARNINGSYSTEMS FOR STUDENTS AT RISK OF DROPPING OUT

The Europe 2020 Strategy aims to reduce the share of early leavers from education and training to less than 10 percent

Education is a fundamental human right. It is the foundation that enables children and adolescents to grow, develop and gain the knowledge, values and skills they need to reach their full potential, gain economic independence and play an active role in their communities and societies.

Goal 4 of the Sustainable Development Goals (SDGs) calls for a free, equitable and good quality primary and secondary education for all girls and boys by 2030, leading to relevant and effective learning outcomes. To achieve this goal, it is vital that each and every child completes their education, without dropping out along the way.

The list of benefit of education is impressive: better lives, better health, greater gender equality, greater social cohesion, greater incomes, more tax leverage for governments, reduced crime and risky behaviour among young people, and a lower burden on social welfare, health and justice budgets

When children and adolescents drop out, it is often the result of "individual and family circumstances that structures and systems are unable to respond to or address appropriately."(UNICEF, 2017).

This complex and overlapping mix of challenges requires multi-pronged strategies and interventions to address many factors at the same time:

Good school practices, teaching, learning and emotional well-being, to holistic multi-sector approaches to support children and adolescents at risk of dropping out, while also tackling socio-economic factors and social norms (UNICEF, 2017).

What is an Early Warning System for dropout prevention?

An EWS is a tool that aims to identify students at risk of dropping out of school, based on the presence of 'red flags': specific factors that contribute to dropout. Having identified them, the EWS then supports them to stay in school through strategies and interventions to meet their specific needs. It is a system (i.e. a sequence of procedures that have been thought through and that are recognised and shared by all concerned staff) that enables schools or education authorities to recognise a red flag warning at an early stage - before the student has dropped out and early enough to put in place appropriate support to keep them in school). In short, an EWS is a system that enables schools and education authorities to identify students with specific needs and support them in a timely and appropriate way.

In which contexts is an EWS an effective response to dropout?

An EWS is one strategy to address dropout and cannot, as a standalone intervention, solve the dropout problem entirely. It cannot, for example, compensate for severe deprivation. An EWS seems to have less impact in a low-income country

This suggests that an approach focused on the individual, such as an EWS, may not be adequate in countries or locations where dropout rates are very high as a result of widespread deprivation and poverty.In such contexts, dropout strategies at national and local level usually have to address a combination of supply and demand-side interventions.* addressing structural issues within the education system: number and location of schools, school infrastructure, teacher quality, curriculum, positive discipline and child friendliness* addressing poverty and the opportunity cost of education through financial subsidies (e.g. social benefits) and waiving of fees for meals, textbooks or transport* addressing education demand and raising awareness of families* addressing compensation measures for students who dropped out of the system (e.g. second chanceeducation)

Evidence of effectiveness of an EWS for dropout prevention

EWS mechanisms have contributed to reduced absenteeism and dropout rates. They have also:* increased awareness of schools and education authority staff of signs of potential dropout* built a better understanding of students' situations among teachers and a perception among studentsthat teachers value them more highly* improved school-home relationships and fostered better communication between schools and parents* improved capacities of schools in planning and in the collection, analysis and use of data in decision- making* increased collaboration between schools and other stakeholders and services to support students at risk of dropping out.

Early Warning Systems in five stepsThe Early Warning System cycle

Step 1: Selection of indicators

'predictors' or 'red flags' for dropout

* set-up a group of school staff (management, teachers and support staff) to establish indicators for the EWS* identify and prioritise the main risk factors and predictors of dropout, based on contextual evidence* formulate an indicator for each predictor of dropout and identify how the data will be collected* consider allocating different weights to different indicators to make the EWS sufficiently sensitive to dropout risks* agree on thresholds upon which students will be identified 'at risk' or 'at high risk' of dropping out. Green , Amber, Red Flag

EWSs have focused on the 'ABC': Absenteeism, Behaviour and aCademic performance.5 Most schools include absenteeism and academic performance in their EWS, for which indicators can be easily formulated and data reliably collected (e.g. five unauthorised absences, attendance rate below 15 percent, achievement below mark X in language/maths, etc.).To complement these indicators, schools often add indicators that relate to:* behaviour (e.g. number of suspensions, number of referrals to school senior management for discipline)* socio-economic status (e.g. recipient of/eligible for social benefits, parents' occupations)* and special alerts to identify a specific issue or additional risk, such as:* living arrangements (e.g. homelessness, foster care)* disability or chronic illness* family circumstances (e.g. high family mobility, substance misuse or mental illness or disability of parent, young carer)* personal circumstances (e.g. young offender, child protection concerns)* sense of belonging to the school (e.g. perceived level of acceptance by teachers and peers).

Step 2. Identifications of the students at risk of dropout

The indicators used in the EWS enable the identification of students at risk ofdisengagement and academic failure, but more information is necessary for school staff to understand the reasons for the signs of dropout risk and identify relevant support provision.In Step 3, schools:* establish an approach to assess the various needs of students at risk of dropping out* have discussions with students and their family to understand their situation, shed light on the observablesigns of dropout risk and talk about measures to improve the situation* have discussions with other relevant stakeholders* use available information to choose measures to support students at risk of dropping out* ensure that sensitive information is handled appropriately and protected.

Step 3: Student needs assessment

The aim is to understand three issues. First, why a red flag has been raised on one or several of the indicators of the EWS. Second, what the school or other stakeholders can do to help the student remain in school and progress in their learning. And third, whether the student is at risk of neglect, abuse or violence and needs to be referred to social services.

What should the needs assessment cover and how should it be implemented?

Discussion with the student and the family is a basic requirement, both to identify these underlying factors and to explore possible measures to improve the situation.Discussion with the student and the family is a basic requirement, both to identify these underlying factors and to explore possible measures to improve the situation.

example

Step 4: Implementation of response measures and monitoring

The purpose of the EWS is to identify appropriate response interventions to support students' retention in school, as well as their performance and well-being. Following the needs assessment, schools choose andimplement measures to prevent dropout.In Step 4, schools:* plan interventions and measures responding to the varied needs of students at risk* implement and coordinate these interventions* refer cases to external services and work together with a multi-disciplinary teams and case managers tosupport children when relevant and appropriate* monitor students' progress and review measures accordingly.

All school staff should be aware of effective dropout prevention and response activities, particularly around attendance monitoring. They should also know how to support student learning, engagement and well-being and how to engage constructively with parents. Homeroom teachers play a critical role in monitoring students at risk of dropping out, while many school staff (management, auxiliary staff and support staff) will also be engaged in mentoring students, providing additional learning opportunities, organizing extra-curricular activities, liaising with parents, and coordinating with local authorities, external professionals and services, whether public, private or NGO-based. The breadth and depth of activities might be constrained by legislation (e.g. Are teachers allowed to conduct home visits? Are schools a statutory member of multi-disciplinary teams supporting children and families in difficult life circumstances?), but schools can be creative and resourceful where systems offer little clarity over roles and responsibilities of various professionals or clear accountability lines for children.All school staff should be aware of effective dropout prevention and response activities, particularly around attendance monitoring. They should also know how to support student learning, engagement and well-being and how to engage constructively with parents. Homeroom teachers play a critical role in monitoring students at risk of dropping out, while many school staff (management, auxiliary staff and support staff) will also be engaged in mentoring students, providing additional learning opportunities, organizing extra-curricular activities, liaising with parents, and coordinating with local authorities, external professionals and services, whether public, private or NGO-based. The breadth and depth of activities might be constrained by legislation (e.g. Are teachers allowed to conduct home visits? Are schools a statutory member of multi-disciplinary teams supporting children and families in difficult life circumstances?), but schools can be creative and resourceful where systems offer little clarity over roles and responsibilities of various professionals or clear accountability lines for children.

Case study

Step 5: Evaluation and learning

Evaluating the EWS and learning lessons about what works and what could be improved are key to improving its effectiveness and impact on students at risk of dropping out and on school practices more broadly.In Step 5, schools:* evaluate the relevance of indicators, efficiency of EWS processes and tools, effectiveness of response interventions and the impact on students, parents, teachers and school practices and ethos* engage all school stakeholders in review and evaluation activities, including teachers, students, parents, managers and external stakeholders* review and improve EWS indicators, processes and response interventions based on evidence* share learning with other schools, education and local authorities and other agencies.Evaluating the EWS and learning lessons about what works and what could be improved are key to improving its effectiveness and impact on students at risk of dropping out and on school practices more broadly.

What questions should answer to EWS?

* Were students at risk of dropping out picked up sufficiently early by the EWS?* What was the profile of early school leavers who were not identified by the EWS?* How can this information help us fine-tune the indicators used in the EWS and improve the ability of staff to recognise signs of potential dropout?* Are there common characteristics among the students who are dropping out or among the reasons for their dropout?* What interventions have been most successful to prevent dropout and increase attendance rates, and for whom?* What impact have the various interventions had on the students at risk of dropout in terms of attendance, learning and socio-emotional wellbeing?* What are the views of parents and students, their level of satisfaction and recommendations to improve school dropout prevention strategies?* What are the views of teachers, support staff and managers on their level of satisfaction and recommendations to improve the EWS process and school dropout prevention strategies?* What are the views and recommendations of external services and education authorities on improving the EWS?* What do we need to change at each step of the EWS to make it more effective?* Were students at risk of dropping out picked up sufficiently early by the EWS?* What was the profile of early school leavers who were not identified by the EWS?*

Education authorities have a major role to play in dropout prevention, including supporting schools in the establishment of EWSs. Most specifically, education authorities can take the following steps.* Share information on dropout factors, prevention and response across the education system.* Develop dropout prevention plans at national or local levels, to which EWSs could contribute.* Build capacities of all education stakeholders (authorities and schools) on dropout prevention and response, data analysis and evidence-based decision-making, planning around individual needs of students and constructive communication with students and parents.* Advocate for the creation of school support staff posts where they do not exist (school-based social workers, school psychologists, school social-pedagogues...) and ensure that these professionals are appropriately trained and equipped with the knowledge, skills and tools to work constructively with students at high risk of dropping out and their families.* Encourage schools to embrace reflective and monitoring practices.* Create an environment within which schools do not fear sanctions when attendance and performance rates are low despite their real efforts to improve such rates.The role of education authorities in EWS

The role of education authorities in EWS

* Convey the usefulness of an EWS approach not only as a tool for dropout prevention but also as a general management tool for schools to curb student absenteeism, improve learning and improve students' well- being more broadly.* Encourage and reward schools' efforts in dropout prevention and response.* Include dropout prevention and response in inspection and external evaluation frameworks.* Conduct research on dropout prevention and response at national, local and school level.* Facilitate learning exchanges between schools and districts, collect good practices and disseminate them widely.* Advocate for greater coordination and clearer accountability lines across services and systems so that schools can fully play their role in supporting students who have dropped out or are at high risk of dropping out.

THANKS!

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Early School Warning by yldzerdgms4203 on Genially

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EARLYWARNINGSYSTEMS FOR STUDENTS AT RISK OF DROPPING OUT The Europe 2020 Strategy aims to reduce the share of early leavers from education and training to less than 10 percent Education is a fundamental human right.

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thank - Presentation (16:9) by Yıldız Erdoğmuş

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Staff Wellbeing Developing Career Resilience

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Education and Training - European Commission

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What's the problem?

Early school leaving is linked to unemployment, social exclusion, poverty and poor health. There are many reasons why some young people give up education and training prematurely: personal or family problems, learning difficulties, or a fragile socio-economic situation. The way the education system is set up, school climate and teacher-pupil relations are also important factors.

Since there are often complex, interconnected reasons for children not completing secondary schooling, policies to reduce early school leaving must address a range of issues and combine education and social policy, youth work and health-related aspects. Some of these challenges are outlined in an infographic provided by the Commission.

What has been done so far?

EU countries have committed themselves to reducing the average share of early school leavers to less than 10% by 2020. The annual Education and Training Monitor provides data and analysis of early school leaving trends in the EU and in all the Member States.

EU education ministers adopted a Council Recommendation on policies to reduce early school leaving, which set out a framework for coherent, comprehensive, and evidence-based policies. They agreed to collaborate to exchange best-practices and knowledge on effective ways to address early school leaving

A working group on early school leaving looked at examples of good practices in Europe and exchanged experiences in reducing early school leaving. The final report outlines 12 key messages for policymakers and translates them into practical tools through a checklist of comprehensive policies and an annex with examples of best practices from several EU countries.

The Commission organised a conference on policies to reduce early school leaving. One year later, policy developments in eight EU countries were reviewed.

The Working Group on Schools Policy created a set of policy messages identifying key conditions for implementing a whole school approach to tackling early school leaving, as well as an online European Toolkit for Schools.

The Council has also adopted Conclusions on reducing early school leaving and promoting success in school.

The European Commission has published an assessment of the effectiveness of policies and practices developed since 2011 at the EU and national levels to tackle early school leaving in 37 European countries.

The study shows that the impact of EU policy instruments is largely positive across the countries examined. On average, the rate of early school leaving decreased from 13.4% in 2011 to 10.2% in 2019 across Europe.

However, considerable differences still exist between countries and demographics with people of a migrant background, young men and those living in rural areas being more likely to end their education before compulsory school leaving age.

Further action is, therefore, required to tackle this complex and evolving trend. The study compares a selection of good practices at the national level and provides a series of recommendations to inform future policy development in this area. For more information, see the executive summary of the study and the School Education Gateway video on early school leaving.

Pathways to School Success initiative

The Commission announced in the Communication on 'Achieving the European Education Area by 2025' a new initiative - the Pathways to School Success. The initiative will help all pupils to reach a baseline level of proficiency in basic skills.

The initiative will address three challenges:

giving all young people the chance to reach a certain level of proficiency in basic skills

minimising the number of young people leaving education without at least an upper secondary degree

ensuring pupils' well-being at school.

An open public consultation will take place in spring 2021 to gather your views on the Pathways to School Success initiative.

European Toolkit for Schools

The European Toolkit for Schools offers policymakers and practitioners a wealth of resources and practical examples of effective practices to promote educational success and to prevent early school leaving.

The Toolkit is organised around five thematic areas which are key conditions for a whole school approach to early school leaving. Each area is further elaborated in the Toolkit and complemented with practical examples and measures. You can find more information on the Toolkit in the infosheet.

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Early school leaving - Education and Training - European Commission

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Early school leaving is linked to unemployment, social exclusion, poverty and poor health. There are many reasons why some young people give up education and training prematurely: personal or family problems, learning difficulties, or a fragile socio-economic situation. The way the education system is set up, school climate and teacher-pupil relations are also important factors.

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Wellbeing is defined as the state of being comfortable, healthy, or happy. It includes having good mental health, high life satisfaction, a sense of meaning or purpose, and being able to manage stress. More generally, wellbeing is just feeling well.

It's important for a wellbeing definition to include that wellbeing doesn't simply mean being happy. While it does include happiness, wellbeing also includes other things, such as how satisfied people are with their life as a whole, their sense of purpose, and how in control they feel.

Mental wellbeing also doesn't have one set meaning; we might use it to talk about how we feel, how well we're coping with daily life or what feels possible at the moment.

Having good mental wellbeing doesn't mean you're always happy or unaffected by your experiences. But having poor mental wellbeing can make it more difficult to cope with daily life. Having good wellbeing is about finding ways to look after yourself both physically and mentally, in order to better cope with the stresses, anxieties and experiences that life throws at us.

Wellbeing encompasses all different areas of health: physical, mental and emotional. It's important to look after all of these areas in order to maintain healthy wellbeing overall. There are also external factors that affect our wellbeing, such as economic and social conditions.

The relationship between mental wellbeing and mental health

Generally, mental wellbeing and mental health are connected, so that when we have good mental wellbeing, we have good mental health. However, we may have good mental wellbeing, but poor mental health. If this is true for you, it might mean that you are looking after yourself well and taking care of your mental wellbeing, but are struggling with mental health issues. For example, you may exercise regularly, eat healthily, get enough fresh air and rest, but still struggle with anxiety, which is reflecting poor mental health. In this case, the issues causing your anxiety may be deeper than surface level.

When our wellbeing and mental health is good, it means we are able to enjoy life and perceive that things are going well for us.

How can we improve and support children's wellbeing?

Children's wellbeing is a combination of their physical, mental, emotional and social health. These elements all contribute to overall wellbeing, and it's important for parents, carers and educators to foster positive wellbeing in our children from an early age. Because a range of different elements contribute to children's wellbeing, there are also lots of ways that we can help support their wellbeing. Being a good role model for them and teaching them to improve their wellbeing are some of the most effective ways to help foster a positive attitude towards mental health and wellbeing in your child.

Physical activity. Exercise is an essential part of staying healthy in both mind and body for everyone, and especially for children. Exercise encourages a positive mood and is a brilliant way to release stress. Help children get outside into the fresh air after a day of sitting, thinking and learning. You can either encourage them to play a sport or even just get out and play.

Technology time. Because there is so much technology available to children these days, it's more important than ever to limit the time they spend looking at screens. Ideally, children should be restricted to a maximum of 2 hours of technology-time per day. Setting clear and consistent guidelines from an early age makes it easier to reinforce these limits and create good habits later in life.

Positive relationships. Developing positive relationships with others is very important for children's wellbeing. The benefits from spending time with friends and family are that they learn to share, compromise, and listen, as well as developing conflict resolution skills.

Sleep. Never underestimate the power of a good night's sleep! It's an important part of maintaining good mental and physical wellbeing. Ensuring your child gets enough sleep each night is one of the most important practises you can develop as a parent. For younger kids, start by establishing a nighttime routine, like having a bath, reading a story or listening to quiet music.

Build resilience. This is one of the most important qualities to develop in children. The ability to learn from mistakes and accept feedback, be persistent and not give up easily will help maintain a positive wellbeing. This can help kids bounce back and move past mistakes and problems, and develop a growth mindset.

Wellbeing and PSHE

Health and Wellbeing is taught to children in KS1 and KS2 as part of PSHE and Citizenship.

As part of the Health and Wellbeing unit in PSHE and Citizenship, children will learn:

The Five Ways to Wellbeing

What are The Five Ways to Wellbeing?

Research carried out by the New Economics Foundation found that there are five ways to wellbeing. Using the five ways to wellbeing are a tried and tested way to improve mental health and wellbeing. Read on to find out what they are and for suggestions on how you can practise the five ways to improve your wellbeing.

Social relationships are critical for promoting wellbeing and for acting as a buffer against mental illness for people of all ages. Connecting with the people around us is a great way to remind ourselves that we're important and valued by others. Some ways you can stay connected are:

It's been proven that regular physical activity is associated with combating depression and anxiety across all age groups. It's a critical part of promoting wellbeing. It doesn't even need to be particularly intense to be effective! Activities like walking can also encourage social interactions while you exercise. Here are a few suggestions of how you can get physical to promote your wellbeing:

Take the stairs instead of the lift.

Go for a lunchtime walk or after work if you prefer to.

Walk to work - with a colleague if you want to 'connect' as well!

Organise a work sporting activity, like tennis, walking, or something suited to you.

Do some easy exercises like stretching before you for work in the morning.

Take notice

Broaden your awareness by reminding yourself to 'take notice.' Studies show that being aware of what is taking place in the present directly enhances your wellbeing. Savouring the moment can help reaffirm your priorities and help you appreciate what you have. Having heightened awareness also enhances your self-understanding and allows you to make positive choices based on your own values and motivations. Here are some ideas of how you can take time to enjoy the moment and the environment around you:

Keep learning

An effective way to boost self-confidence and meet new people is through learning new things; it can help improve mental health wellbeing. Read on for some ideas of how you can keep learning:

There's undoubtedly a link between doing good things and an increase in wellbeing. In the world of wellbeing research, individuals who report a greater interest in helping others are more likely to rate themselves as happy. Here are some suggestions of how you can 'give' in order to boost self-esteem, happiness and wellbeing:

Try doing one kind thing every day, like making a colleague a cup of tea, helping someone carry their bag.

Recycle your waste and don't use single-use plastics to give back to the environment.

Wellbeing Activities for KS2 and KS1 children:

As pupils are beginning their educational and emotional development, our PSHE Wellbeing KS2 and KS1 resources are incredibly useful. You can encourage your students to think about maintaining a healthy body and mind with different wellbeing activities.

Staff Wellbeing

As we're sure you know, it's super important to look after the wellbeing of your staff. Why not complete your staff wellbeing toolkit with our carefully-designed wellbeing resources? You can use them to support your own mental health and work-life balance with resources designed to build resilience, manage stress and practise self-care. The categories in our staff wellbeing primary resoruce page aim to support your wellbeing and the wonderful work you do as a member of staff within schools. Our staff wellbeing resources, developed with your everyday concerns in mind, will help you to cope with the stresses and strains of your working week. There are resources for mental wellbeing, mindset and emotions, physical wellbeing, wellbeing at work, hobbies and social life, and wellbeing in the holidays.

Wellbeing at Twinkl...

You can visit Twinkl's Wellbeing Hub for support in building your own personal approach to wellbeing. We appreciate that wellbeing is a personal thing, and the same methods and approaches don't work the same for everyone. Twinkl's Wellbeing Hub shares weekly ideas, tools, tips, and recommendations to help you build your own holistic wellbeing pathway.

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What is Wellbeing KS2 | Wellbeing Definition and Resources

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Wellbeing is defined as the state of being comfortable, healthy, or happy. It includes having good mental health , high life satisfaction, a sense of meaning or purpose, and being able to manage stress. More generally, wellbeing is just feeling well. It's important for a wellbeing definition to include that wellbeing doesn't simply mean being happy.

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éduscol | Ministère de l'Éducation nationale et de la Jeunesse - Direction générale de l'enseignement scolaire

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Bâtir une école plus inclusive constitue un enjeu fondamental d'équité. Rendre accessibles les savoirs et la connaissance bénéficie à tous les élèves, avec ou sans besoin particulier, reconnu ou non en situation de handicap.

Conformément à l' article L. 111-1 du code de l'éducation, l'enjeu d'égalité et la question de la justice sociale sont placés au cœur des priorités de l'éducation nationale avec l'ambition que chaque élève bénéficie des conditions permettant sa réussite dans une société pleinement inclusive.

Les mesures de la Conférence Nationale du Handicap renforcent l'engagement du gouvernement pour une école pour tous, initiant l'" acte II " de l'école inclusive.

l'attribution d'un numéro INE à tous les enfants est un geste fort qui instaure de fait la scolarisation de tous les élèves et leur inscription dans un parcours scolaire et de formation ;

l'intervention des professionnels de santé dans les murs de l'école, le développement d'Équipe Mobile d'Appui médico-social à la Scolarisation des enfants en situation de handicap (EMAS) supplémentaires et le déploiement de 100 instituts médico-éducatifs (IME) dans l'école ancrent le renforcement de la coopération entre l'éducation nationale et le secteur médico-social ;

l'évolution du cadre d'emploi des accompagnants d'élève en situation de handicap (AESH), la création des assistants à la réussite éducative (ARE) et l'évolution des pôles inclusifs d'accompagnement localisés (PIAL) vers les pôles d'appui à la scolarisation (PAS) témoignent de la volonté de mettre en œuvre le droit commun pour tous et du souci de l'accompagnement des parcours de tous les élèves.

des pôles d'appui à la scolarité seront déployés dans des départements pilotes dès la rentrée scolaire 2023.

Pour en savoir plus, vous pouvez consulter le communiqué de presse du comité national de suivi de l'école inclusive (CNSEI) et le communiqué de presse de la Conférence nationale du handicap (CNH).

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Good practice in Barcelona, Spain - European Toolkit for Schools

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Early school leaving is a complex, dynamic and multifaceted phenomenon, resulting from a combination of personal, social, economic, educational and family-related factors, very often linked to socio-economic disadvantage. It is rarely a sudden decision, and usually the visible result of a long process of underachievement and progressive disengagement from education.

Young people leave schools early for a variety of reasons, which are highly specific to the individual. Some drop out because they face personal or family problems, others because of health or emotional difficulties; some young people feel dissatisfied with their schooling - for example, the curriculum and teaching methods may not be suited to their needs, they may have poor relationships with teachers or peers, may be subject to bullying, or there may be a negative school climate. However, ESL seems to follow certain patterns and some young people are considered more at risk than others. Early school leavers are more likely to come from socially disadvantaged backgrounds (such as workless households, families with a low level of education, single-parent families or households experiencing stressful situations); from more vulnerable groups (for example children with special educational needs or teenage mothers); or, from minority or migrant background. Boys are also usually more affected than girls.

Because of its complex nature, ESL must be approached and tackled by the school and all other relevant actors working together. A 'whole school approach' to reducing early school leaving and promoting educational success for all learners is needed. All school actors (head teachers, teaching and non-teaching staff, learners, parents and families) and external educational and non-educational stakeholders have an essential role to play in tackling educational disadvantage and preventing drop-out. All actors have a responsibility to engage in a cohesive, collective and collaborative action, based on multidisciplinarity and on differentiation. This is an ecological way of viewing a school as a multidimensional and interactive system that can learn and change. All dimensions of school life should be addressed in a coherent way to promote change; this also implies that the needs of all (learners, staff, and the wider community) are taken into account in teaching, learning and daily life of the school.

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Understanding and Tackling Early School Leaving at School and Local Level

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Early school leaving is a complex, dynamic and multifaceted phenomenon, resulting from a combination of personal, social, economic, educational and family-related factors, very often linked to socio-economic disadvantage. It is rarely a sudden decision, and usually the visible result of a long process of underachievement and progressive disengagement from education.

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Please select subtitles in the available EU languages from the Settings menu on YouTube (lower-right corner of the video screen).

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European Agency for Special Needs and Inclusive Education website

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This is the European Agency for Special Needs and Inclusive Education website. It contains free materials about the Agency's work in the field of inclusive education, in co-operation with its 31 member countries.

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Join Our Network

ADPE, the Alliance for Dropout Prevention in Europe is a professional organization that aims to reduce the early school leaving rate in Europe.
ADPE connects ESL professionals and facilitates the sharing of concrete ideas for improving collaboration within, between and beyond schools, ultimately aiming to enable all children and young people to succeed in school through social media and (virtual) events activities.
ADPE aims to connect School Heads, Teachers, ESL experts, Policymakers and Families/Parents putting Learners always at the center.
http://www.dropoutprevention.eu/
Go to ADPE site

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ADPE, the Alliance for Dropout Prevention in Europe is a professional organization that aims to reduce the early school leaving rate in Europe. ADPE connects ESL professionals and facilitates the sharing of concrete ideas for improving collaboration within, between and beyond schools, ultimately aiming to enable all children and young people to succeed in school through social media and (virtual) events activities.

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VET toolkit for tackling early leaving

A valuable source of support for policy-makers and VET providers

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Please consent to cookies in order to use the reading list VET toolkit for tackling early leaving A valuable source of support for policy-makers and VET providers COVID-19 and hard copy dissemination - Due to the pandemic, Cedefop has decided to suspend distribution of all hard copy publications and flyers for as long as special measures are enforced by Member States.

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European School Heads Association | ESHA

# data[].attributes.attachment_link.description
ESHA, the European School Heads Association, is a professional organization for European School Heads. Members of ESHA are national organisations for..

# data[].attributes.attachment_link.provider_name
Education and Training - European Commission

# data[].attributes.attachment_link.title
European Education Area - Education and Training - European Commission