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The neglected shadow: European perspectives on emotional supports for early school leaving prevention
Downes, Paul
Recent OECD reports emphasise ten key steps to equity in education, with concrete targets related to low attainment and early school leaving. Such steps, however, neglect the importance of emotional dimensions to early school leaving and the consequent need for system level emotional supports. The current study involves qualitative research interviews with senior government officials and secondary school management representatives across eight European countries, with a particular focus on school climate and emotional support issues. Issues raised by interviewees for students at risk of early school leaving include supports for withdrawn children, for those at risk of suicide and those being bullied at school affecting their nonattendance. Other emerging themes include alternatives to suspension and teacher education for improving their conflict resolution skills. Some interviewees explicitly observe the dearth of emotional support services available in practice in their countries. The pervasive policy gaps across national levels for a mental health and emotional support strategy, as part of an early school leaving prevention strategy, requires serious and immediate attention.
Keyword(s): Education; early school leaving; prevention; school climate; mental health; alternatives to suspension
Publication Date:
Type: Other
Peer-Reviewed: Unknown
Language(s): English
Institution: Dublin City University
Citation(s): Downes, Paul (2011) The neglected shadow: European perspectives on emotional supports for early school leaving prevention. International Journal of Emotional Education, 3 (2). pp. 3-39. ISSN 2073-7629
Publisher(s): University of Malta
File Format(s): application/pdf
Related Link(s):,
First Indexed: 2016-12-06 07:08:10 Last Updated: 2019-02-09 06:16:43