5. Stakeholders involvement

5.1. Multidisciplinary teams

A multidisciplinary approach to educational disadvantage and early school leaving (ESL) brings together professionals from within and beyond the school, including psychologists, social workers and health professionals. Multidisciplinary teams have the potential to offer a range of services to support young people at risk of educational disadvantage and ESL. This includes, for example, focus on children’s language development, mental health support, emotional support, bullying prevention skills, outreach to marginalised families and support for development of parenting skills.

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Drop-out network and Central helpdesk in Antwerp city

The Drop-out prevention network provides a whole suite of services and expertise. Each project is unique, focused on specific target groups and attracts its own level of funding. Emphasis is put on prevention of early school leaving and re-integration of pupils who have dropped out of school. The Central Helpdesk provides support to pupils and to schools. Frequently absent students are referred to the Pupil Guidance Centre attached to the school network which the school is part of. Where necessary the Pupil Guidance Centre seek the help of the Central Helpdesk. The Helpdesk can offer tailored support measures and activities to pupils at risk or those who have dropped out through the network of different organisations.

Area: 5. Stakeholders involvement

Subareas: 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 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: Belgium

Mobile Squads

The Mobile Squads have been created to support schools address a range of factors that may lead to early school leaving. The services of the 'Mobile Squads' are requested by the school governing body and may refer to: absenteeism and school dropout; behaviour problems; conflicts between adults; educational staff training; and assistance for students, members of staff and school leaders. For more complex situations, the 'Mobile Squad' can decide to refer the case to more appropriate services.

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

Subareas: 3.7. Monitoring learners at risk; 4.1. Communication and information; 5.1. Multidisciplinary teams

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: Belgium

Multi-Interdisciplinary teams for early school leaving prevention

This paper seeks to examine evidence regarding the potential for multidisciplinary and interdisciplinary teams to play a key role in the prevention of early school leaving. As part of developing a strategy for such multi/interdisciplinary teams, an important focus is on necessary and supportive conditions for their effectiveness, rather than a deterministic assumption of their inevitable effectiveness. The report highlights the need to provide strong strategic guidance to the teams on important issues to be engaged in by the teams such as mental health support, alternatives to suspension, marginalized families outreach, teacher conflict resolution and diversity training skills, bullying prevention skills, positive school climate promotion, engagement with parenting skills and a focus on children?s language development etc.

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

Subareas: 3.1. Well-being of learners; 3.3. Career guidance and support; 3.9. Refugees, Migrants and Roma; 3.10. Targeted support - special educational needs and learning difficulties; 5.1. Multidisciplinary teams

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: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

Supporting Inclusive School Leadership (SISL)

The Supporting Inclusive School Leadership (SISL) project investigated how to promote inclusive school-level leadership and provided supportive tools. The project considered that leadership for inclusive education aimed at achieving full participation in meaningful learning opportunities, high achievement and well-being for all learners, including those most vulnerable to exclusion.

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

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 1.4. Cooperation within education systems; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 4.3. Spaces for parents and involvement in educational activities; 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; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; RU; SK; SL; SR; SV; TR

Country: Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; Norway; Poland; Portugal; Serbia; Slovakia; Slovenia; Spain; Sweden; Switzerland; United Kingdom

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