Page 150 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 150
h expectations and may be more likely to expect to stay too (Sacker &
Schoon, 2007; Turner et al., 2008), also in an immigrant population (Motti-
Stefanidi, 2015). There are several effective parental programmes that can
be of use in building a promotive environment and also have an effect
on academic outcomes (Sandler, Ingram, Wolhik, Tein, & Winslow, 2015;
Sheridon, Sjutts, & Coutts, 2013; Walsh, 2016). Since parental support is es-
pecially crucial early in childhood (Grolnick et al., 2009), the interventions
should start early.
If in the family environment the adversities also relate to the lack of
a supportive person in the family setting, the school can be of great val-
ue by providing an additional caring and supportive relationship to stu-
dents (Cadima, Erico, Ferreira, Verschueren, Leal, & Matos, 2016; Wenzel,
2009). As established by Hupfeld (2007), it is very hard for students to gain
and sustain resiliency skills in difficult circumstances without supportive
adults to provide guidance, support and recognition. Interestingly, by ask-
ing students about the support they received from their teachers, and teach-
ers about the level of guidance they provided to students, the researchers
discovered that a positive student-teacher relationship worked as a strong
protective factor and reduced ESL rates by half. This impact was even high-
er for students from socially disadvantaged backgrounds and those who
had previously experienced academic underperformance (Cadima et al.,
2016; Hupfeld, 2007). On the other hand, when schools do not provide sup-
port and develop protective systems this leads to greater school disengage-
ment and potential ESL in students who are at risk (e.g. immigrant stu-
dents) (Motti-Stefanidi, 2015). In the school setting, we should stress that
educators have little or no control over family characteristics (or the in-
nate abilities of students or community demographics); nevertheless, many
resiliency skills can be taught to students or provided in the school and
classroom environment that move students towards academic achievement
(Doll, 2013; Hupfeld, 2007). Of the educational assets, academic achieve-
ment is the most important predictor of remaining in education (Sacker &
Schoon, 2007). If students were unsuccessful at school, they were still more
likely to reintegrate into education if they had higher general ability and
reading and mathematics test scores. This underlines the important role of
school in building students’ core competencies that can be used as a per-
sonal reserve to be drawn on when needed throughout the life span (Sacker
& Schoon, 2007). Success and academic achievement are also related with
confidence that has been shown to be especially effective for getting back
150
Schoon, 2007; Turner et al., 2008), also in an immigrant population (Motti-
Stefanidi, 2015). There are several effective parental programmes that can
be of use in building a promotive environment and also have an effect
on academic outcomes (Sandler, Ingram, Wolhik, Tein, & Winslow, 2015;
Sheridon, Sjutts, & Coutts, 2013; Walsh, 2016). Since parental support is es-
pecially crucial early in childhood (Grolnick et al., 2009), the interventions
should start early.
If in the family environment the adversities also relate to the lack of
a supportive person in the family setting, the school can be of great val-
ue by providing an additional caring and supportive relationship to stu-
dents (Cadima, Erico, Ferreira, Verschueren, Leal, & Matos, 2016; Wenzel,
2009). As established by Hupfeld (2007), it is very hard for students to gain
and sustain resiliency skills in difficult circumstances without supportive
adults to provide guidance, support and recognition. Interestingly, by ask-
ing students about the support they received from their teachers, and teach-
ers about the level of guidance they provided to students, the researchers
discovered that a positive student-teacher relationship worked as a strong
protective factor and reduced ESL rates by half. This impact was even high-
er for students from socially disadvantaged backgrounds and those who
had previously experienced academic underperformance (Cadima et al.,
2016; Hupfeld, 2007). On the other hand, when schools do not provide sup-
port and develop protective systems this leads to greater school disengage-
ment and potential ESL in students who are at risk (e.g. immigrant stu-
dents) (Motti-Stefanidi, 2015). In the school setting, we should stress that
educators have little or no control over family characteristics (or the in-
nate abilities of students or community demographics); nevertheless, many
resiliency skills can be taught to students or provided in the school and
classroom environment that move students towards academic achievement
(Doll, 2013; Hupfeld, 2007). Of the educational assets, academic achieve-
ment is the most important predictor of remaining in education (Sacker &
Schoon, 2007). If students were unsuccessful at school, they were still more
likely to reintegrate into education if they had higher general ability and
reading and mathematics test scores. This underlines the important role of
school in building students’ core competencies that can be used as a per-
sonal reserve to be drawn on when needed throughout the life span (Sacker
& Schoon, 2007). Success and academic achievement are also related with
confidence that has been shown to be especially effective for getting back
150
