3. Support to learners

Learners’ needs should be at the centre of education. All learners are entitled to high-quality education, a relevant curriculum, appropriate assessment, ‘equivalent’ and valued learning opportunities. Schools should provide an environment that accommodates learners’ diversity, including varied learning needs, to maximise each young person’s potential. Quality education should be designed to fit learners rather than requiring them to fit into an existing system. This should ensure that they engage with the learning process, and see a clear purpose for their studies. These are important incentives to remain in school.

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Please note that for the moment the content on the resource pages is available in English only.

AFEV - support to fragile families through students-volunteers

AFEV is a French organisation that implements initiatives that put parents from disadvantaged socio-economic background at the centre of their approach. It is a non-profit organisation involved in the provision of parenting support in disadvantaged urban areas. AFEV has recruited a network of 8,000 students all across France who volunteer to provide temporary tutoring to parents.

Areas: 3. Support to learners; 4. Parental involvement

Subareas: 3.11. Targeted support - disadvantaged socio-economic background; 4.1. Communication and information

Language: EN

Country: France

Anti-Bullying Procedures for Schools

The Irish Department of Education and Skills recommends procedures to introduce in schools to prevent and tackle bullying. Some crucial elements are a positive school climate, effective leadership, shared understanding of what bullying is and its impact, awareness, education and prevention strategies, effective supervision and monitoring of pupils, support for school staff, consistent investigation, follow-up and recording of bullying behaviour, as well as ongoing evaluation of the effectiveness of the anti-bullying policy.

Area: 3. Support to learners

Subarea: 3.1. Well-being of learners

Language: EN

Country: Ireland

Arany Janos Programmes

The aim of Arany János programmes in Hungary is to help disadvantaged students in their secondary education, ensuring that they get a school leaving certification at the end of their education and can go to university or find a place in the labour market.

Area: 3. Support to learners

Subareas: 3.6. Extended and extra-curricular learning; 3.11. Targeted support - disadvantaged socio-economic background

Language: EN

Country: Hungary

ATD Quart Monde - teacher training module

ATD quart monde is a French NGO involving individuals who experience or have experienced poverty.Among other initiatives, it works with ‘folk universities’ (universités populaires) in France, with the aim to generate and gather expert knowledge from its members - participants on a number of issues, including parenting and perception of school.

Areas: 2. Teachers; 3. Support to learners

Subareas: 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.11. Targeted support - disadvantaged socio-economic background

Language: EN

Country: France

Beda School upper secondary

This example describes innovative approaches in an upper secondary school in Sweden - Beda Hallberg. The school offers a range of programmes that provide the foundation for personal development and active participation in society. The school also aims to provide continued support to learners and reduce the risk of drop-out by working hard to minimizes the closing times of the school with the view to staying open during some longer holidays. A team of health professionals are also well represented and includes social and psychological counsellors available to support the needs of young people.

Areas: 1. School governance; 2. Teachers; 3. Support to learners

Subareas: 1.1. School culture and climate; 2.2. Teachers and their relationships with pupils and parents; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.5. Learning and assessment

Language: EN

Country: Sweden

Breakfast / Morning clubs

In Irish schools, different initiatives to facilitate social inclusion and equality include breakfast clubs, lunch clubs, chess clubs and homework clubs. Schools promote the benefits of providing an early morning breakfast - this includes improved school attendance and retention, improvements in punctuality, interaction with adults, allowing students to have fun whilst at the same time developing social skills, meeting nutritional needs and developing positive links between the school and the family.

Area: 3. Support to learners

Subareas: 3.3. Career guidance and support; 3.6. Extended and extra-curricular learning; 3.11. Targeted support - disadvantaged socio-economic background

Language: EN

Country: Ireland

Care to learn - UK scheme for childcare

The Care to Learn scheme in the UK-England can help with the cost of childcare, including deposit and registration fee, childcare taster session for up to 5 days, keeping childcare place over the summer holidays, and transport to the childcare provider. This paper provides a short description and results of the most recent evaluation of the measure.

Areas: 3. Support to learners; 4. Parental involvement

Subareas: 3.11. Targeted support - disadvantaged socio-economic background; 4.1. Communication and information

Language: EN

Country: United Kingdom

Checklist and recommendations for prevention of absenteeism and school drop-out

It is undeniable that medical, psychological, social, educational and legal interventions are required in a number of cases of truancy and early school leaving, but research also shows clearly that in all cases, school and teaching staff can have a decisive influence. This document comprises a checklist for self-assessment of schools, 59 detailed recommendations for improvement of school attendance, pupil engagement and school culture, as well as proposals for behaviour agreements and examples of questionnaires for teachers and parents. The recommended measures are primarily directed at the target group of teachers, principals and parents. The document has been translated from the manual by Nairz-Wirth, Feldmann, Diexer (2012): Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.1. Well-being of learners; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.6. Extended and extra-curricular learning; 3.7. Monitoring learners at risk; 4.1. Communication and information; 5.2. Stakeholders' networks

Language: EN; DE

Country: Austria

Choose Well - Help kids decide on their future

Making good choices regarding school subjects increases the chances of future success for students. This project involves parents and students in the process of making well-considered decisions about school subjects. It provides information on the Flemish education system.

Areas: 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.9. Targeted support: Migrants, Roma; 4.1. Communication and information; 4.3. Spaces for parents and involvement in educational activities; 5.4. Partnerships: Community organisations and civic society

Language: EN; NL

Country: Belgium

Combating drop-out and early school leaving (ESL) in Serbia

UNICEF Serbia and the civil society organisation Centre for Education Policy with the support of the Ministry of Education, Science and Technological Development Republic of Serbia  implemented the project “Combating Early School Leaving in Serbia”.

This project aimed to contribute to decreasing drop-out and early school leaving of children and adolescents through development, establishment, and implementation of the school-based model for early identification of children at risk of dropping out and intervention in situations where dropping-out is taking place.

Combating drop-out and ESL in Serbia has been recognised as a policy priority area.  The Strategy for Education Development in Serbia 2020 (SEDS 2020) calls for the provision of high-quality education for all, an increase of students’ coverage and attainment at all levels of education by maintaining the relevance of education and increasing efficiency. The Strategy implementation is primarily focused on the development of human capital in Serbia, thus underlines importance of the inclusion of pupils from vulnerable and marginalised groups (Roma and children from poor families, children with disabilities and from rural areas etc.).

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.4. Curriculum and learning paths; 3.7. Monitoring learners at risk; 3.11. Targeted support - disadvantaged socio-economic background; 5.1. Multidisciplinary teams

Language: EN

Country: Serbia

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