Tackling early school leaving

Image: Frank Vex / unsplash.com

Watch this webinar to know more about how to tackle early school leaving using the whole school approach.

22 January 2020 | Duration: 70 min

Speakers: Dr Kirstin Kerr, University of Manchester; Dr Patsy Hodson, Manchester Communication Academy

Reasons behind early school leaving are complex so the policies should include a variety of actions that combine education and social policy. The European Commission has committed to lowering early school leaving rates to under 10%.

This webinar focuses on tackling early school leaving with a whole school approach, focusing on the role of collaborative work between the school and other partners for mitigation. It presents to you some theory and background, followed by day-to-day experiences from the experts and practical tips from a toolkit.

Watch the recording


A whole school approach to tackling early school leaving


Portrait of Kirstin Kerr

Dr Kirstin Kerr is a Senior Lecturer in Education at the University of Manchester. Her research explores how educational inequalities arise in particular neighbourhoods and communities, and how schools and their partners can intervene more effectively in the link between education, disadvantage and place.

Kirstin works closely with schools, local government and charitable organisations to support the development and evaluation of ‘extended schools’ and ‘children’s zone’ initiatives in disadvantaged neighbourhoods. These aim to develop long-term, comprehensive programmes of support for children – throughout their schooling, and in their family and community contexts. To help achieve this, they bring together schools, wider services, and voluntary and community organisations, to work on improving a wide range of outcomes.
Portrait of Patsy Hodson Dr Patsy Hodson has spent her career working variously in a school in a mining town, in the disability rights sectors, and now as a senior director in an inner-city multi-academy trust in Manchester. She currently has responsibility for the trust’s social investment agenda, which seeks to understand and overcome the disadvantages arising from students’ individual, family and area contexts. She has recently been awarded a professional doctorate for research concerned with how to “untapped knowledge” of front-line professionals about local experiences of disadvantage, might be used as the basis for innovative interventions in these areas.