Page 70 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 70
the most important factors behind ESL, and that the perception of the
school environment largely constitutes attitudes to school in a peer group.
Moreover, peer relationships that do not include deviant friends, friends
who dropped out and include enjoyment in participating in school-com-
plementary peer activities significantly positively influence one’s educa-
tional aspirations (Battin-Pearson et al., 2000; Janosz, LeBlanc, Boulerice,
& Tremblay, 1997; Madarasova Geckova, Tavel, & van Dijk, 2010).
A major body of literature (e.g. Cederberg & Hartsmar, 2013; Groninger
& Lee, 2001; Lee & Breen, 2007; Newman, Lohman, Newman, Mayers, &
Smith, 2000; Smyth & Hattam, 2002; Weinstein, 2002) also addresses the
school climate as one of the most important factors of both an individu-
al’s social capital and ESL. Especially important in this context is a stu-
dent’s feeling of belonging to school, which can be encouraged through a
positive student-teacher relationship. Individuals deprived of a sense of be-
longing often experience greater social rejection, emotional distress and are
more likely to leave school early. The extent to which teachers support pu-
pils’ efforts to succeed in school also help reduce the number of early school
leavers (ESLers) and prove to be especially effective for pupils from social-
ly disadvantaged backgrounds. PISA 2012 results (OECD, 2013) also show
that an individual’s sense of belonging positively affects higher academic
achievement.
A sense of belonging and relatedness can also be strengthened through
support of wider community agents (e.g. social support agents, institutions
that promote culture, sport etc.) and collaboration among families, schools
and the community. Particularly important for ESL is the concept of com-
munity-based learning which takes place in informal settings, introduc-
es interesting real-life situations and learning opportunities and, as such,
fosters students’ sense of belonging and intrinsic academic motivation
(Schargel & Smink, 2004). Research results in this field (e.g. Epstein, 2009;
Ellias & Haynes, 2009; Sanders, 2009) show that the community which
supports an inclusive educational environment where individuals feel ac-
cepted, respected and supported positively affects the individual’s academ-
ic achievements, reduces ESL rates and, most importantly, strengthens the
individual’s social networks and capital.
We can see that social capital in terms of supportive relationships plays
an important role in fighting ESL. Rosenfeld (2000) underlines that poli-
cy-makers, communities, parents and teachers need to be aware of the fact
that perceived teacher or parent or peer or community support alone is not
70
school environment largely constitutes attitudes to school in a peer group.
Moreover, peer relationships that do not include deviant friends, friends
who dropped out and include enjoyment in participating in school-com-
plementary peer activities significantly positively influence one’s educa-
tional aspirations (Battin-Pearson et al., 2000; Janosz, LeBlanc, Boulerice,
& Tremblay, 1997; Madarasova Geckova, Tavel, & van Dijk, 2010).
A major body of literature (e.g. Cederberg & Hartsmar, 2013; Groninger
& Lee, 2001; Lee & Breen, 2007; Newman, Lohman, Newman, Mayers, &
Smith, 2000; Smyth & Hattam, 2002; Weinstein, 2002) also addresses the
school climate as one of the most important factors of both an individu-
al’s social capital and ESL. Especially important in this context is a stu-
dent’s feeling of belonging to school, which can be encouraged through a
positive student-teacher relationship. Individuals deprived of a sense of be-
longing often experience greater social rejection, emotional distress and are
more likely to leave school early. The extent to which teachers support pu-
pils’ efforts to succeed in school also help reduce the number of early school
leavers (ESLers) and prove to be especially effective for pupils from social-
ly disadvantaged backgrounds. PISA 2012 results (OECD, 2013) also show
that an individual’s sense of belonging positively affects higher academic
achievement.
A sense of belonging and relatedness can also be strengthened through
support of wider community agents (e.g. social support agents, institutions
that promote culture, sport etc.) and collaboration among families, schools
and the community. Particularly important for ESL is the concept of com-
munity-based learning which takes place in informal settings, introduc-
es interesting real-life situations and learning opportunities and, as such,
fosters students’ sense of belonging and intrinsic academic motivation
(Schargel & Smink, 2004). Research results in this field (e.g. Epstein, 2009;
Ellias & Haynes, 2009; Sanders, 2009) show that the community which
supports an inclusive educational environment where individuals feel ac-
cepted, respected and supported positively affects the individual’s academ-
ic achievements, reduces ESL rates and, most importantly, strengthens the
individual’s social networks and capital.
We can see that social capital in terms of supportive relationships plays
an important role in fighting ESL. Rosenfeld (2000) underlines that poli-
cy-makers, communities, parents and teachers need to be aware of the fact
that perceived teacher or parent or peer or community support alone is not
70
