Upper Secondary Is For Me - LYCAM measure in France
The LYCAM (Lycee, ca m'interesse) measure in France is used as a tool by staff and psychologist guidance counsellors to prevent Early School Leaving. LYCAM is based on a questionnaire with a preventive purpose, providing early identification of students most likely to drop out of school, and enables appropriate action depending on the nature of the support needed.
The LYCAM measure was developed in Canada in the 1990s and appeared in France in the early 2000s. Several education authorities (“academies”) embraced it, and it is used as a tool by staff and psychologist guidance counsellors to prevent Early School Leaving in many establishments.
LYCAM is based on a questionnaire with a preventive purpose. This provides early identification of high school students most likely to drop out of school, and enables appropriate action depending on the nature of the support needed. The questionnaire has been created based on 7 dimensions:
- the family's attitude towards school (the family's role in their children’s schooling);
- academic school projects (projects related to studies, interest in school, level of aspiration);
- academic attainment (self-evaluation by the pupil of his/her capacity for work and academic achievements);
- self-confidence (relative to academic success);
- absenteeism (attitudes and behaviour relating to school attendance, acceptance or non-acceptance of high school rules);
- need for support from teachers (quality of relationships between the pupil and teaching staff);
- interest in school (the pupil's interest in their education and school life).
The questionnaire takes 20-30 minutes to complete. The purpose of this data collection is to start from high school students’ difficulties, motivations and personal view of school. The diagnosis can either be individual or collective. The psychologist guidance counsellor, as an expert, is fully involved in the analysis of the results.
This tool has the benefit of focusing its questions on factors directly related to the school context. Therefore, the responses are immediately relevant to staff.
By questioning students and making them think about the intensity of their feelings, the tool also encourages students to reflect on their own solutions. It is a tool aimed at determining the student's position in the context of school life. It is not a tool aimed at assessing levels of skills and knowledge, but it supplements those already in place.
Remedial actions such as discussion groups or support workshops are taken on the basis of these results.