Page 298 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 298
ear ly school leaving: contempor ary european perspectives
difficulties at risk of ESL with an emphasis on influencing the above-men-
tioned features.
In order not to put students at further risk of ESL, schools should be
identifying and supporting at-risk children with prevention programmes.
A widely deployed, integrated system of evidence-supported, school-based
mental health and preventive services is needed (Child Mind Institute,
2016) so as to reduce the probability of poor achievements, low levels of en-
gagement and related to that also ESL. It was determined that the relation-
ship of students with their teachers and the whole-school approach are es-
pecially important when discussing students with learning difficulties in
terms of preventing ESL. By definition, learning difficulties hinder their
learning process (that in turn leads to low academic performance and ESL)
but also the system and methods used do not enable these students to reach
their potential. Therefore, not only should the empowerment of teachers
and other educators through professional development be considered but
other stakeholders are also an important issue to focus on while planning
changes in systematic approaches for reducing ESL levels among students
with learning difficulties.
Several intervention programmes and approaches have proven to be
effective regarding preventing students with learning difficulties from leav-
ing school early, such as Cognitive Behavioural Interventions concentrat-
ing on reducing students’ problem behaviour (Riccomini et al., 2005; Cobb
et al., 2005), the Check and Connect intervention focusing on monitoring
and providing timely support (Institute of Education Sciences, 2015) and
Schema Broadening Instruction focusing on improving students’ prob-
lem-solving approaches and self-concept (Fuchs et al., 2009). These and
other best practices can be used to establish a programme that would be
effective in particular local and individual circumstances for reducing the
risk factors for students with learning difficulties becoming ESLers.
References
Buttner, G., & Hasselhorn, M. (2011). Learning disabilities: Debates on defini-
tions, causes, subtypes, and responses. International Journal of Disability,
Development and Education, 58, 75–87.
Child Mind Institute. (2016). Children’s Mental Health Report. Retrieved from
https://childmind.org/report/2016-childrens-mental-health-report/
Children and Families Act. (2014). Retrieved from http://www.legislation.gov.
uk/ukpga/2014/6/contents/enacted
298
difficulties at risk of ESL with an emphasis on influencing the above-men-
tioned features.
In order not to put students at further risk of ESL, schools should be
identifying and supporting at-risk children with prevention programmes.
A widely deployed, integrated system of evidence-supported, school-based
mental health and preventive services is needed (Child Mind Institute,
2016) so as to reduce the probability of poor achievements, low levels of en-
gagement and related to that also ESL. It was determined that the relation-
ship of students with their teachers and the whole-school approach are es-
pecially important when discussing students with learning difficulties in
terms of preventing ESL. By definition, learning difficulties hinder their
learning process (that in turn leads to low academic performance and ESL)
but also the system and methods used do not enable these students to reach
their potential. Therefore, not only should the empowerment of teachers
and other educators through professional development be considered but
other stakeholders are also an important issue to focus on while planning
changes in systematic approaches for reducing ESL levels among students
with learning difficulties.
Several intervention programmes and approaches have proven to be
effective regarding preventing students with learning difficulties from leav-
ing school early, such as Cognitive Behavioural Interventions concentrat-
ing on reducing students’ problem behaviour (Riccomini et al., 2005; Cobb
et al., 2005), the Check and Connect intervention focusing on monitoring
and providing timely support (Institute of Education Sciences, 2015) and
Schema Broadening Instruction focusing on improving students’ prob-
lem-solving approaches and self-concept (Fuchs et al., 2009). These and
other best practices can be used to establish a programme that would be
effective in particular local and individual circumstances for reducing the
risk factors for students with learning difficulties becoming ESLers.
References
Buttner, G., & Hasselhorn, M. (2011). Learning disabilities: Debates on defini-
tions, causes, subtypes, and responses. International Journal of Disability,
Development and Education, 58, 75–87.
Child Mind Institute. (2016). Children’s Mental Health Report. Retrieved from
https://childmind.org/report/2016-childrens-mental-health-report/
Children and Families Act. (2014). Retrieved from http://www.legislation.gov.
uk/ukpga/2014/6/contents/enacted
298
