3. Support to learners

3.7. Monitoring learners at risk

Learners may go through difficult periods in their social and/or family lives or may have negative school experiences that throw them off track. Early detection of learning difficulties, socio-emotional distress, or disengagement is vital – before they manifest through school absenteeism, or inappropriate behaviour. Schools need to establish an early warning and monitoring system in collaboration with the family. Effective identification and monitoring should not be seen as a bureaucratic and disciplinary process that only records and responds to incidents of absenteeism or misconduct, but more of a support (warning) system. Learners need to know that they matter and are cared for.

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Resources ( Search all resources )

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

Dannewerkschule Schleswig

Dannewerkschule Schleswig, Germany is a comprehensive lower secondary school offering grades 5- 10, a quarter of which have a migratory background and learning German as a second language. The school aims to be a place of learning where students with different talents and personalities are welcome and can use a wide blend of learning environments and tools.

 

 

 

 

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

Subareas: 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.5. Learning and assessment; 3.7. Monitoring learners at risk; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Germany

Jump@school – Testing a model to counter early school leaving

To prevent early school leaving (ESL), the Jump@school project developed and tested an innovative intervention model and assessed its impact on the attitude of vulnerable students towards school. It involved a consortium of ten partners from six countries, four schools and 480 students aged 14 to 17 years old.

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

Subareas: 3.1. Well-being of learners; 3.7. Monitoring learners at risk; 3.11. Targeted support - disadvantaged socio-economic background; 5.1. Multidisciplinary teams; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Austria; Germany; Italy; Poland; Spain; Turkey

MiCREATE – Migrant Children and Communities in a Transforming Europe

The objective of the MiCREATE project is to encourage the inclusion of diverse groups of migrant children by adopting a child-centred approach to the integration of migrant children at educational and policy level. Stemming from the need to revisit the existing integration policies, the research project aims to comprehensively examine the contemporary integration processes of migrant children to enhance their agency, participation, and well-being.

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

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 2.1. Teacher skills and competences; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.7. Monitoring learners at risk; 3.9. Refugees, Migrants and Roma

Language: EN

Country: Austria; Belgium; Bulgaria; Croatia; Cyprus; Denmark; Germany; Hungary; Italy; Latvia; Lithuania; Netherlands; Poland; Portugal; Serbia; Slovakia; Slovenia; Spain; United Kingdom

Preventing School Failure: Examining the potential of inclusive education policies at system and individual levels

The Preventing School Failure (PSF) project aimed to address the lack of inclusion and fairness in the education system. It aimed to examine the evidence to suggest that inclusive education policies have the potential to prevent school failure – both in relation to individuals and the overall system. 

Areas: 1. School governance; 3. Support to learners; 5. Stakeholders involvement

Subareas: 1.2. School planning and monitoring; 3.4. Curriculum and learning paths; 3.7. Monitoring learners at risk; 3.11. Targeted support - disadvantaged socio-economic background; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Czech Republic; Estonia; Finland; Germany; Greece; Iceland; Ireland; Latvia; Malta; Serbia; Slovakia; Sweden; United Kingdom

Reducing early school leaving with practice enterprise (RUSESL)

The main goal of the RUSESL project has been to prevent early school leaving (ESL) in the later years of secondary school, a target group often overlooked, as the legal definition of ESL refers to non-participation in school before reaching the age of 16 years or before completing 3 years’ post-primary education.

Area: 3. Support to learners

Subareas: 3.2. Learners' participation in school life; 3.7. Monitoring learners at risk

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Country: Bulgaria; Germany; Italy; Lithuania; Spain

Stop-Dropout!

The overall objective of the project is to reduce the drop out rates of learners in vocational education and training, by providing materials and tools for counsellors and trainers to develop their own skills in working with groups, to detect potential dropouts and the special characteristics of learners’ groups, provide support adjusted to individual needs, and thereby improve the quality of their vocational education systems.

Areas: 1. School governance; 3. Support to learners; 5. Stakeholders involvement

Subareas: 1.2. School planning and monitoring; 3.7. Monitoring learners at risk; 3.8. Targeted support - Language; 3.9. Refugees, Migrants and Roma; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Austria; Czech Republic; Germany; Slovenia

Young AduLLLt Project

The international comparative research project “Policies Supporting Young Adults in their Life Course. A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe” (YOUNG_ADULLLT) focuses on lifelong learning (LLL) policies for young adults, at upper secondary school level and beyond, in particular those in situations of near social exclusion.

The report examines the relationship and complementarity between LLL policies and young people’s social conditions, and assesses the potential implications and effects on young adults’ life courses. The project is conducting a critical analysis of current developments of LLL European policies in order to prevent ill-fitted policies from worsening existing inequalities. It will also identify best practices and patterns of coordinating policy-making at local/regional level.

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

Subarea: 3.7. Monitoring learners at risk

Language: EN

Country: Austria; Bulgaria; Croatia; Finland; Germany; Italy; Portugal; Spain; United Kingdom

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