Page 165 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 165
the interplay of factors contributing to esl at the school level
following characteristics of teacher are important when working with dis-
engaged students, namely one who: listens to students and involves them in
decisions about their learning, has respectful interactions, has high expec-
tations, takes time to get to know a student and their background, interest
and strengths, and rarely displays irritation towards a student.
The findings indicate a great need for the professional development of
teachers (and school staff) in the areas of conflict resolution and diversity
skills so as to enable a classroom disciplinary climate to be established that
does not include authoritarian teaching, autocratic and rigid behaviour
management, unjustified behaviour undermining a pupil’s agency (e.g. be-
ing picked on by a teacher), offensive language – all behaviours of teachers
reported by students (Downes, 2013a, b). Such experiences are an attitudi-
nal precursor for the risk of ESL, thus a positive classroom and school cli-
mate are seen as key protective factors against ESL (Downes, 2013a). Based
on analyses of data from PISA, TIMSS and PIRLS, it was concluded that
while a positive school climate may be a precondition, it is insufficient for
ensuring a strong academic performance and participation among stu-
dents (Haar et al., 2005).
Conclusion
Based on the literature reviews in the three articles on ESL factors (individ-
ual/family factors and system factors), it is obvious that a variety of factors
and influences impact a young person’s educational pathway, including the
decision to leave school. Explanations that rely solely on the characteristics
of students and their families are incomplete; there is mounting evidence
that schools exhibit important effects on students’ leaving or staying in
school (Lee & Burkham, 2003). Schools and their characteristics, including
their teachers and other school staff, can make a real difference in students’
ability to remain at school. Concerning school-level factors, relationships
with the families’ microsystem are also important (i.e. the mesosystem).
(Potential) ESLers often describe having experienced contradictions be-
tween cultural and familial narratives (home culture) and the institution-
al narratives (i.e. stories of the school – school culture and structure) as
contributing to ESL (Clandinini, 2010; Patterson, Hale, & Stessman, 2007).
However, guidance to schools on how to provide the necessary multi-tiered
support frameworks addressing multiple ESL risk factors (rather than in-
terventions targeting single components) and early intervention is needed
(Freeman & Simonsen, 2015).
165
following characteristics of teacher are important when working with dis-
engaged students, namely one who: listens to students and involves them in
decisions about their learning, has respectful interactions, has high expec-
tations, takes time to get to know a student and their background, interest
and strengths, and rarely displays irritation towards a student.
The findings indicate a great need for the professional development of
teachers (and school staff) in the areas of conflict resolution and diversity
skills so as to enable a classroom disciplinary climate to be established that
does not include authoritarian teaching, autocratic and rigid behaviour
management, unjustified behaviour undermining a pupil’s agency (e.g. be-
ing picked on by a teacher), offensive language – all behaviours of teachers
reported by students (Downes, 2013a, b). Such experiences are an attitudi-
nal precursor for the risk of ESL, thus a positive classroom and school cli-
mate are seen as key protective factors against ESL (Downes, 2013a). Based
on analyses of data from PISA, TIMSS and PIRLS, it was concluded that
while a positive school climate may be a precondition, it is insufficient for
ensuring a strong academic performance and participation among stu-
dents (Haar et al., 2005).
Conclusion
Based on the literature reviews in the three articles on ESL factors (individ-
ual/family factors and system factors), it is obvious that a variety of factors
and influences impact a young person’s educational pathway, including the
decision to leave school. Explanations that rely solely on the characteristics
of students and their families are incomplete; there is mounting evidence
that schools exhibit important effects on students’ leaving or staying in
school (Lee & Burkham, 2003). Schools and their characteristics, including
their teachers and other school staff, can make a real difference in students’
ability to remain at school. Concerning school-level factors, relationships
with the families’ microsystem are also important (i.e. the mesosystem).
(Potential) ESLers often describe having experienced contradictions be-
tween cultural and familial narratives (home culture) and the institution-
al narratives (i.e. stories of the school – school culture and structure) as
contributing to ESL (Clandinini, 2010; Patterson, Hale, & Stessman, 2007).
However, guidance to schools on how to provide the necessary multi-tiered
support frameworks addressing multiple ESL risk factors (rather than in-
terventions targeting single components) and early intervention is needed
(Freeman & Simonsen, 2015).
165
