Page 143 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
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Preventing ESL by Enhancing Resiliency
Ana Kozina
Synopsis
Educational resilience is related to staying in school despite high
risks (e.g. low social economic status, migrant status) present in one’s
life and, as such, can offer a path for preventing ESL. Enhancing edu-
cational resilience is a result of fostering protective factor(s) on either
the contextual (family, school, community, e.g. parental education
trainings, positive school climate improvements…) or individual
level (e.g. mind-set trainings).
Summary
Resilience entails positive adaptation, e.g. doing well despite high
risks or adversities. These adversities are either contextual (e.g. pov-
erty, minority status, immigrant status, parental illness, harsh par-
enting…) or individual (e.g. illness, self-control impairment, learn-
ing difficulties, lack of coping skills…). Two models of resilience
can be used for prevention and intervention planning: protective
(a protective factor moderates the effect of a risk factor) and com-
pensatory (a protective factor tempers a risk factor). The first one
supports indicative prevention and the second universal preven-
tion. Educational resilience is defined in terms of educational suc-
cess even though there are personal attributes and environmental
circumstances which reduce the likelihood of succeeding (Sacker &
Schoon, 2007). Since the mentioned adversities are also related to
143
Preventing ESL by Enhancing Resiliency
Ana Kozina
Synopsis
Educational resilience is related to staying in school despite high
risks (e.g. low social economic status, migrant status) present in one’s
life and, as such, can offer a path for preventing ESL. Enhancing edu-
cational resilience is a result of fostering protective factor(s) on either
the contextual (family, school, community, e.g. parental education
trainings, positive school climate improvements…) or individual
level (e.g. mind-set trainings).
Summary
Resilience entails positive adaptation, e.g. doing well despite high
risks or adversities. These adversities are either contextual (e.g. pov-
erty, minority status, immigrant status, parental illness, harsh par-
enting…) or individual (e.g. illness, self-control impairment, learn-
ing difficulties, lack of coping skills…). Two models of resilience
can be used for prevention and intervention planning: protective
(a protective factor moderates the effect of a risk factor) and com-
pensatory (a protective factor tempers a risk factor). The first one
supports indicative prevention and the second universal preven-
tion. Educational resilience is defined in terms of educational suc-
cess even though there are personal attributes and environmental
circumstances which reduce the likelihood of succeeding (Sacker &
Schoon, 2007). Since the mentioned adversities are also related to
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