RISK FACTORS AND SUPPORT MECHANISMS TO ADDRESS EARLY LEAVING
Key Finginds | UK
PARTICIPANTS
School leaders and VET leaders
23 interviews
21 participated in Focus Groups
11 answered a questionnaire
Teachers/Trainers/Tutors
Local administration
9 interviews
11 educational institutions
39 participated in Focus Groups
11 answered a questionnaire
Students
RISK FACTORS
- Exam pressure and performance targets.
- Raising compulsory education and training to 18.
- Performance pressure on teachers.
- Changes in the grading system.
- Qualifications needed to facilitate employability.
- Perceived low government priority.
educational policY
- School environment that can’t accommodate EL behaviour.
- School exclusion.
- The impact of disruptive students
School Management of pupil behaviour
Relevance
- School funding crisis.
- Financial constraints on NEET (EL projects.
- How the department for Education use funds with schools.
- Lack of and cuts to youth service.
- Services cut at 18 years old.
- Support services cut.
LACK OF FUNDING OR TIME
Personal experience of mental health issues
- Stress and anxiety for young people.
Five of the top 10 most discussed risk factors were ‘Structural factors’ – which are outside the control of local-level and individual stakeholders.
The different categories of risk (personal challenges, Family circumstances, social relationships, institutional factors of school and work; and structural factors) were closely interconnected.
Support Strategies
Positive adult/tutor/mentor relationship
Non-rigid school environment
Individualised support when needed
Quality mentoring; and supporting young people’s emotional wellbeing and welfare.
Support strategies for personal challenges focus on supporting young people’s emotional well-being as well as strengthening their sense of orientation to the world (i.e., building resilience, raising aspirations, fostering self-esteem and self-confidence, developing a sense of autonomy, and encouraging students to see themselves as valued learners).Support strategies for institutional factors involve a more flexible structure to schooling, such as alternative provision. Support strategies for social relationships focus on developing key positive adult relationships, support in building and maintaining friendships with peers, having teachers who care for young people, and integrating young people into their communities.
strategies to re-engage
Support with navigating friendships and peer relationships
Address social relationships
Support of a caring and supportive adult
Address personal challenges
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Positive attitudes and expectations for the young person held by educators
Address institutional factors
On reflection, I would say that the success of a project is not really over the activities that we deliver, or the courses we deliver, it’s between the relationship between the worker and the young person.
Senior leader for an Early Leaving project
inclusive culture
Results highlighted the importance of a broader inclusive institutional, community and local authority culture and ethos, which involves raising aspirations and expectations of educators, professionals, employers, policymakers, peer groups, community citizens and the family. This must be supported by clear systems, information sharing, identification and tracking mechanisms and targeted support procedures. These issues require more than stakeholder goodwill in requiring the funding, and time resources which to attend to them.
O4YEL_UK
patricia.olmos
Created on March 5, 2020
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Transcript
RISK FACTORS AND SUPPORT MECHANISMS TO ADDRESS EARLY LEAVING
Key Finginds | UK
PARTICIPANTS
School leaders and VET leaders
23 interviews
21 participated in Focus Groups
11 answered a questionnaire
Teachers/Trainers/Tutors
Local administration
9 interviews
11 educational institutions
39 participated in Focus Groups
11 answered a questionnaire
Students
RISK FACTORS
educational policY
School Management of pupil behaviour
Relevance
LACK OF FUNDING OR TIME
Personal experience of mental health issues
Five of the top 10 most discussed risk factors were ‘Structural factors’ – which are outside the control of local-level and individual stakeholders. The different categories of risk (personal challenges, Family circumstances, social relationships, institutional factors of school and work; and structural factors) were closely interconnected.
Support Strategies
Positive adult/tutor/mentor relationship
Non-rigid school environment
Individualised support when needed
Quality mentoring; and supporting young people’s emotional wellbeing and welfare.
Support strategies for personal challenges focus on supporting young people’s emotional well-being as well as strengthening their sense of orientation to the world (i.e., building resilience, raising aspirations, fostering self-esteem and self-confidence, developing a sense of autonomy, and encouraging students to see themselves as valued learners).Support strategies for institutional factors involve a more flexible structure to schooling, such as alternative provision. Support strategies for social relationships focus on developing key positive adult relationships, support in building and maintaining friendships with peers, having teachers who care for young people, and integrating young people into their communities.
strategies to re-engage
Support with navigating friendships and peer relationships
Address social relationships
Support of a caring and supportive adult
Address personal challenges
Escribe un título aquí
Puedes escribir un subtítulo aquí
Positive attitudes and expectations for the young person held by educators
Address institutional factors
On reflection, I would say that the success of a project is not really over the activities that we deliver, or the courses we deliver, it’s between the relationship between the worker and the young person.
Senior leader for an Early Leaving project
inclusive culture
Results highlighted the importance of a broader inclusive institutional, community and local authority culture and ethos, which involves raising aspirations and expectations of educators, professionals, employers, policymakers, peer groups, community citizens and the family. This must be supported by clear systems, information sharing, identification and tracking mechanisms and targeted support procedures. These issues require more than stakeholder goodwill in requiring the funding, and time resources which to attend to them.