Page 172 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 172
positive youth development in contexts
and practices we can spread to the system level to thereby provide students
with a platform on which they can thrive and develop to their full poten-
tial. The SIRIUS report concluded that the successful inclusion of immi-
grant students in Slovenian schools shares four common characteristics
stemming from good practices, which may serve as guidance (Gril et al.,
2021). Namely, to reduce discrimination and strengthening ethnic identi-
ty (1) multilingualism in schools should be recognised and considered. To
strengthen relational support, (2) the entire school staff should be involved
in Slovenian language classes for immigrants, which should be part of reg-
ular classes; (3) partnerships with the local environment; and (4) an open
relationship of mutual trust and acceptance between all school stakehold-
ers (students, teachers, parents, local community), which allows for respon-
siveness and adaptability to different situations should be established.
Acknowledgements
The Slovenian Research Agency supported this article as part of the pro-
ject Positive Youth Development in Slovenia: Developmental Pathways in the
Context of Migration (PYD-SI Model) [J5-1781].
References
Benson, P. L. (2006). All kids are our kids: What communities must do to raise
caring and responsible children and adolescents. Jossey-Bass.
Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M.
(2010). The five Cs model of positive youth development: A longitudinal
analysis of confirmatory factor structure and measurement invariance.
Journal of youth and adolescence, 39(7), 720–735. https//doi.org/10.1007/
s10964-010-9530-9
Brough, M., Gorman, D., Ramirez, E., & Westoby, P. (2003). Young refugees
talk about well-being: A qualitative analysis of refugee youth mental
health from three states. Australian Journal of Social Issues, 38(2), 193–
208. https//doi.org/10.1002/j.1839-4655.2003.tb01142.x
Cankar, G., & Zupanc, D. (2020). Pravične možnosti izobraževanja v
Sloveniji; Populacijska raziskava o učencih s posebnimi potrebami, prisel-
jencih in njihovim socialno-ekonomskim statusom v povezavi z dosež-
ki v šoli. Državni izpitni center. Accessed at: https://www.ric.si/mma/
Pravicne%20moznosti%20izobrazevanja%20v%20Sloveniji%20dec.%20
2020/2020122212462063/
172
and practices we can spread to the system level to thereby provide students
with a platform on which they can thrive and develop to their full poten-
tial. The SIRIUS report concluded that the successful inclusion of immi-
grant students in Slovenian schools shares four common characteristics
stemming from good practices, which may serve as guidance (Gril et al.,
2021). Namely, to reduce discrimination and strengthening ethnic identi-
ty (1) multilingualism in schools should be recognised and considered. To
strengthen relational support, (2) the entire school staff should be involved
in Slovenian language classes for immigrants, which should be part of reg-
ular classes; (3) partnerships with the local environment; and (4) an open
relationship of mutual trust and acceptance between all school stakehold-
ers (students, teachers, parents, local community), which allows for respon-
siveness and adaptability to different situations should be established.
Acknowledgements
The Slovenian Research Agency supported this article as part of the pro-
ject Positive Youth Development in Slovenia: Developmental Pathways in the
Context of Migration (PYD-SI Model) [J5-1781].
References
Benson, P. L. (2006). All kids are our kids: What communities must do to raise
caring and responsible children and adolescents. Jossey-Bass.
Bowers, E. P., Li, Y., Kiely, M. K., Brittian, A., Lerner, J. V., & Lerner, R. M.
(2010). The five Cs model of positive youth development: A longitudinal
analysis of confirmatory factor structure and measurement invariance.
Journal of youth and adolescence, 39(7), 720–735. https//doi.org/10.1007/
s10964-010-9530-9
Brough, M., Gorman, D., Ramirez, E., & Westoby, P. (2003). Young refugees
talk about well-being: A qualitative analysis of refugee youth mental
health from three states. Australian Journal of Social Issues, 38(2), 193–
208. https//doi.org/10.1002/j.1839-4655.2003.tb01142.x
Cankar, G., & Zupanc, D. (2020). Pravične možnosti izobraževanja v
Sloveniji; Populacijska raziskava o učencih s posebnimi potrebami, prisel-
jencih in njihovim socialno-ekonomskim statusom v povezavi z dosež-
ki v šoli. Državni izpitni center. Accessed at: https://www.ric.si/mma/
Pravicne%20moznosti%20izobrazevanja%20v%20Sloveniji%20dec.%20
2020/2020122212462063/
172
