Page 148 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 148
ative consequences of socio-economic disadvantage may be described
as either assets or resources.
Based on extensive research, Masten (2007) came up with a so-called
short list of protective factors supporting overall human development that
can also be used in preventing ESL. These are:
(i) Child characteristics (social and adaptable temperament in infan-
cy; good cognitive abilities, problem-solving skills, and executive
functions; ability to form and maintain positive peer relation-
ships; effective emotional and behavioural regulation strategies;
positive view of self (self-confidence, high self-esteem, self-effi-
cacy); positive outlook on life (hopefulness); faith and a sense of
meaning in life; characteristics valued by society and self (talents,
sense of humour, attractiveness to others);
(ii) Family characteristics (stable and supportive home environment
(e.g. harmonious inter parental relationship, close relationship to
a sensitive and responsive caregiver, authoritative parenting style
(high on warmth, structure/monitoring, and expectations), pos-
itive sibling relationships, supportive connections with extend-
ed family members), parents involved in child’s education; par-
ents have individual qualities listed above as protective for child;
socio-economic advantages; post-secondary education of parent;
faith and religious affiliations;
(iii) Community characteristics (high neighbourhood quality (e.g.
safe neighbourhood, low level of community violence; affordable
housing, access to recreational centres, clean air and water); effec-
tive schools (e.g. well-trained and well-compensated teachers; af-
ter-school programmes; school recreation resources (e.g. sports,
music, art)); employment opportunities for parents and teens;
good public health care; access to emergency services (police,
fire, medical); connections to caring adult mentors and prosocial
peers; and
(iv) Cultural or societal characteristics (protective child policies (child
labour, child health, and welfare); value and resources directed at
education; prevention of and protection from oppression or polit-
ical violence; low acceptance of physical violence) (Masten, 2007).
The protective factors identified as being most strongly associated with
later educational success were: (i) stability and continuity of relationships
148
as either assets or resources.
Based on extensive research, Masten (2007) came up with a so-called
short list of protective factors supporting overall human development that
can also be used in preventing ESL. These are:
(i) Child characteristics (social and adaptable temperament in infan-
cy; good cognitive abilities, problem-solving skills, and executive
functions; ability to form and maintain positive peer relation-
ships; effective emotional and behavioural regulation strategies;
positive view of self (self-confidence, high self-esteem, self-effi-
cacy); positive outlook on life (hopefulness); faith and a sense of
meaning in life; characteristics valued by society and self (talents,
sense of humour, attractiveness to others);
(ii) Family characteristics (stable and supportive home environment
(e.g. harmonious inter parental relationship, close relationship to
a sensitive and responsive caregiver, authoritative parenting style
(high on warmth, structure/monitoring, and expectations), pos-
itive sibling relationships, supportive connections with extend-
ed family members), parents involved in child’s education; par-
ents have individual qualities listed above as protective for child;
socio-economic advantages; post-secondary education of parent;
faith and religious affiliations;
(iii) Community characteristics (high neighbourhood quality (e.g.
safe neighbourhood, low level of community violence; affordable
housing, access to recreational centres, clean air and water); effec-
tive schools (e.g. well-trained and well-compensated teachers; af-
ter-school programmes; school recreation resources (e.g. sports,
music, art)); employment opportunities for parents and teens;
good public health care; access to emergency services (police,
fire, medical); connections to caring adult mentors and prosocial
peers; and
(iv) Cultural or societal characteristics (protective child policies (child
labour, child health, and welfare); value and resources directed at
education; prevention of and protection from oppression or polit-
ical violence; low acceptance of physical violence) (Masten, 2007).
The protective factors identified as being most strongly associated with
later educational success were: (i) stability and continuity of relationships
148
