Page 237 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 237
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Students’ Social and Civic Competencies:
Predictors of ESL
Maša Vidmar, Ana Kozina and Tina Vršnik Perše
Synopsis
Externalising behaviours (e.g. deviant, disruptive, oppositional be-
haviour) are consistently shown to be risk factors for ESL. Civic com-
petence (via participation in extracurricular activities) as well as so-
cial competence constitute protective factors. Peers also play a role.
Supporting students’ social and emotional adjustment early on is
warranted.
Summary
ESL’s possible links with social competence and problem behaviour
have received some scientific attention, in the process demonstrat-
ing their relevance for dealing with ESL. Yet the topic remains large-
ly overlooked in relevant policy briefs. The role of civic competence
relative to ESL has also been neglected. The aim of this article is to
review scientific studies linking social behaviour and civic compe-
tence to early school leaving and to academic achievement/failure
in order to highlight the important need to support students’ social
and emotional adjustment as well as their civic participation from
the early years on.
With regard to ESL, a review of studies shows that externalising be-
haviours (e.g. alcohol, drug use and abuse, disruptiveness and op-
positional behaviours, delinquency, teenage parenting) are most
237
Students’ Social and Civic Competencies:
Predictors of ESL
Maša Vidmar, Ana Kozina and Tina Vršnik Perše
Synopsis
Externalising behaviours (e.g. deviant, disruptive, oppositional be-
haviour) are consistently shown to be risk factors for ESL. Civic com-
petence (via participation in extracurricular activities) as well as so-
cial competence constitute protective factors. Peers also play a role.
Supporting students’ social and emotional adjustment early on is
warranted.
Summary
ESL’s possible links with social competence and problem behaviour
have received some scientific attention, in the process demonstrat-
ing their relevance for dealing with ESL. Yet the topic remains large-
ly overlooked in relevant policy briefs. The role of civic competence
relative to ESL has also been neglected. The aim of this article is to
review scientific studies linking social behaviour and civic compe-
tence to early school leaving and to academic achievement/failure
in order to highlight the important need to support students’ social
and emotional adjustment as well as their civic participation from
the early years on.
With regard to ESL, a review of studies shows that externalising be-
haviours (e.g. alcohol, drug use and abuse, disruptiveness and op-
positional behaviours, delinquency, teenage parenting) are most
237
