Reducing Early School Leaving

Summary

Every year in Europe thousands of young people leave school within their attendance without complete education initiated with the consequence that there is no possibility of training, employment outlook and often led to deadlock professional and social exclusion.

In this course we will initially highlight the role of the school in the treatment and prevention of dropouts and the contribution of school not only in learning, but also to the positive development and promotion of mental health of students. We will present the research data on school dropout in Europe and then we will focus on early, holistic, psycho-pedagogical interventions at primary level, which contribute to the integration, highlighting the role of cooperation and supportive relationship of the school and the family.

It is designed to be a basic introduction to preventive actions in order to avoid creating the conditions in which they can begin the process of early school leaving, and intervention at school level, individuals and families.

Specifically, it is to present the applicable international main intervention models and countervailing measures that create new opportunities for those who prematurely abandoned to be reintegrated in the education and training system.

Objectives 

The course will enable the training of teachers in streamlining material, in the production of complementary teaching material, as well as in smooth transition issues from one type of school to another, to avoid dropout "During the transition"

There will be presented timely educational interventions, beginning early in the Primary school , before appearing the danger signs of leaving school and ways of activating the school community members to contribute positively to school involvement of students.

The seminar may include work and the use of specific techniques in the classroom, counselling in the classroom, in parents' home or even in a street of the neighbourhood. We will present approaches are depending on the conditions under which the problems occur and depending on the temperament of the child. Finally the important role of the school psychologist will be highlighted.

Agenda

Day 1

  • Introductory meeting, explanation of practical arrangements, presentation of timetable, information about course venue.
  • Icebreakers, Introduction to the Course
  • Teachers aware of the causes of interruption of school and presentation of factors such:
    •  Social factors (poverty, working hours outside school, etc.)
    •  Family factors (low family educational level, family problems, lack of support, etc.)
    •  Personal factors (living conditions, low self-esteem, stress anxiety, mental health problems, etc.).
    •  Teachers factors (learning difficulties, lack of an appropriate curriculum, strict training programs etc.)

Day 2

Presentation of educational-psychological methods to support students with learning difficulties and those who exhibit problematic behaviors such as:

  • training techniques with alternative forms of learning to prevent school failure
  • handling methods for students with specific characteristics such as disobedience, aggression, hyperactivity, etc.
  • training of trainers in programs to acquire skills to develop children psychosocial interpersonal skills (solving social / interpersonal problems and management and interpersonal and inner conflicts)
  • training of trainers in anger management programs, which are considered the basis for manifestation of interpersonal problems, leading to school abandonment.

Day 3

Information on supporting cooperation procedures between teachers and psychologists and counseling structures in the community and the family for the early prevention of school abandonment, such as:

  • counseling and emotional support of education to cultivate skills such as empathy, active listening, the perception of the child's inner speech, beyond overt reactions
  • specialized and personalized interventions that are based exclusively on the specific personality characteristics, as well as family and personal history of the child
  • systemic approach based on school-family-community collaboration

Day 4

Training in the implementation of programs for early prevention of school abandonment, which help students to develop:

  • self-esteem
  • confidence in themselves
  • knowledge and ability to express their rights
  • training in social skills
  • empathy and ability to understand the thinking of others and participatory problem solving

Practice

Day 6

  • Study visits

Day 7

  • Erasmus+ programme : objectives, priorities, actions, forms, budget, tips for applicants
  • Planning follow up activities, dissemination and exploitation of learning outcomes
  • Course Evaluation
  • Certifications

 

Methods

Lectures, exercises, discussions, teamwork, role-playing, study visits

Target groups

Teachers working in kindergartens, primary schools, secondary schools.

 

PDF file

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