Page 258 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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ear ly school leaving: contempor ary european perspectives
Hootman, 2004) even when controlling for their mental health status prior
to ESL (Kaplan, Damphouse, & Kaplan, 1994). Either way, the persistence of
poor school functioning combined with a mental health problem can lead
to school disengagement and ESL.
Figure 12. Summary of the research findings – externalisation difficulties and ESL
The most commonly mentioned mental health problems associated
with school difficulties (and school failure) are externalisation disorders
(disruptive behaviour disorders: attention deficit disorders, opposition-
al deviant disorder and conduct disorder) and internalisation disorders
(anxiety and depression). As mentioned, we will focus more on depression
and anxiety, but first we should point out that disruptive behaviour disor-
ders (with aggression in their core) are related to problems in school func-
tioning. Children with this type of disorders usually have difficulties with
transitions, fitting into peer groups and forming friendships, which can
lead them to associate more with deviant peer groups that are also prone to
truancy and ESL (DeSocio & Hootman, 2004; Battin-Pearson, Newcomb,
Abbot, Hill, Catalano, & Hawkins, 2000). Research shows that aggres-
sive behaviour in early childhood serves as a significant predictor of neg-
ative attitudes to school, which is also strongly related to lower academic
achievement (Huesmann, 1994). Low academic achievement has consist-
ently been one of the strongest predictors of dropping out of high school
(Battin-Pearson et al., 2000). Further, the associations between aggression
and the school climate (Flannery, Vazsonyi, & Waldman 2007) as well as
between aggression and academic achievement (McEvoy & Welker 2000)
are significant even when SES is controlled for. Indeed, these variables of-
ten reinforce each other. For instance, pupils who exhibit more aggression
at an early age also develop a negative attitude to school, resulting in lower
258
Hootman, 2004) even when controlling for their mental health status prior
to ESL (Kaplan, Damphouse, & Kaplan, 1994). Either way, the persistence of
poor school functioning combined with a mental health problem can lead
to school disengagement and ESL.
Figure 12. Summary of the research findings – externalisation difficulties and ESL
The most commonly mentioned mental health problems associated
with school difficulties (and school failure) are externalisation disorders
(disruptive behaviour disorders: attention deficit disorders, opposition-
al deviant disorder and conduct disorder) and internalisation disorders
(anxiety and depression). As mentioned, we will focus more on depression
and anxiety, but first we should point out that disruptive behaviour disor-
ders (with aggression in their core) are related to problems in school func-
tioning. Children with this type of disorders usually have difficulties with
transitions, fitting into peer groups and forming friendships, which can
lead them to associate more with deviant peer groups that are also prone to
truancy and ESL (DeSocio & Hootman, 2004; Battin-Pearson, Newcomb,
Abbot, Hill, Catalano, & Hawkins, 2000). Research shows that aggres-
sive behaviour in early childhood serves as a significant predictor of neg-
ative attitudes to school, which is also strongly related to lower academic
achievement (Huesmann, 1994). Low academic achievement has consist-
ently been one of the strongest predictors of dropping out of high school
(Battin-Pearson et al., 2000). Further, the associations between aggression
and the school climate (Flannery, Vazsonyi, & Waldman 2007) as well as
between aggression and academic achievement (McEvoy & Welker 2000)
are significant even when SES is controlled for. Indeed, these variables of-
ten reinforce each other. For instance, pupils who exhibit more aggression
at an early age also develop a negative attitude to school, resulting in lower
258
