Page 73 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 73
developing healthy social and cultural capital and its effects on education
combine work and family responsibilities are an essential pillar in reducing
the incidence of ESL (Kamerman, 2000).
Coface (2010) also points out that to successfully tackle ESL countries
should support services helping and giving advice to parents on how to
raise and educate a child, how to deal with ESL, fight against the social ex-
clusion of parents through lifelong learning education, offer them social
support and reintegration into the labour market, national policies should
allow working parents to successfully reconcile their professional and pri-
vate life, and the dialogue between parents and schools should be enhanced
since many of the just mentioned factors can be supported through cooper-
ation between schools and parents.
We may conclude that the quality of family life importantly affects
children’s school performance but, on the other hand, it is also depends
heavily on the family’s cultural capital, e.g. economic welfare. Here, there
are important indications in the literature that, in order to minimise the
negative effects of a student’s background, there is a need to take actions
that will strengthen the development of a positive school climate that also
includes strengthening friendly peer relations. This could be a major factor
improving the social capital of teenagers and thus their resilience to various
educational challenges (Wrona et al., 2014). Relationships in schools should
ensure a sense of belonging and psychological safety. In this matter, schools
should promote a caring school community by fostering caring relation-
ships between teachers and children. Also important is collaboration of
the school community with wider community agents in order to bring the
learning process to the informal environment, encourage students’ con-
nectedness with the community and thereby strengthen their sense of be-
longing, self-concept of ability and interest, and autonomy.
There is also a note to be taken from the research results (Newman,
Wehlage, & Lamborn, 1992; Rumberger, 2004; Wehlage & Rutter, 1986)
which indicates that education systems must accept students from differ-
ent backgrounds and act accordingly. Wehlage and Rutter (1986) claim that
the education system in a democratic country cannot run away from re-
sponding to students of all backgrounds and social conditions. They argue
that school and the community as a whole are obliged to accept differences
as a fact of life and offer positive and supportive relationships and materi-
al conditions to all students involved, particularly those deprived from this
in their home environment. Here public schools and community agents
have an obligation to constructively serve children from all backgrounds
73
combine work and family responsibilities are an essential pillar in reducing
the incidence of ESL (Kamerman, 2000).
Coface (2010) also points out that to successfully tackle ESL countries
should support services helping and giving advice to parents on how to
raise and educate a child, how to deal with ESL, fight against the social ex-
clusion of parents through lifelong learning education, offer them social
support and reintegration into the labour market, national policies should
allow working parents to successfully reconcile their professional and pri-
vate life, and the dialogue between parents and schools should be enhanced
since many of the just mentioned factors can be supported through cooper-
ation between schools and parents.
We may conclude that the quality of family life importantly affects
children’s school performance but, on the other hand, it is also depends
heavily on the family’s cultural capital, e.g. economic welfare. Here, there
are important indications in the literature that, in order to minimise the
negative effects of a student’s background, there is a need to take actions
that will strengthen the development of a positive school climate that also
includes strengthening friendly peer relations. This could be a major factor
improving the social capital of teenagers and thus their resilience to various
educational challenges (Wrona et al., 2014). Relationships in schools should
ensure a sense of belonging and psychological safety. In this matter, schools
should promote a caring school community by fostering caring relation-
ships between teachers and children. Also important is collaboration of
the school community with wider community agents in order to bring the
learning process to the informal environment, encourage students’ con-
nectedness with the community and thereby strengthen their sense of be-
longing, self-concept of ability and interest, and autonomy.
There is also a note to be taken from the research results (Newman,
Wehlage, & Lamborn, 1992; Rumberger, 2004; Wehlage & Rutter, 1986)
which indicates that education systems must accept students from differ-
ent backgrounds and act accordingly. Wehlage and Rutter (1986) claim that
the education system in a democratic country cannot run away from re-
sponding to students of all backgrounds and social conditions. They argue
that school and the community as a whole are obliged to accept differences
as a fact of life and offer positive and supportive relationships and materi-
al conditions to all students involved, particularly those deprived from this
in their home environment. Here public schools and community agents
have an obligation to constructively serve children from all backgrounds
73
