3. Soutien aux élèves

3.7. Suivi des élèves à risque

Les élèves peuvent traverser des périodes difficiles dans leur vie sociale et/ou familiale ou subir des échecs scolaires susceptibles de leur faire perdre pied.  Il est fondamental que toute difficulté d’apprentissage ou tout signe de stress socio-émotionnel ou de démotivation soit rapidement détecté, avant qu’ils ne se manifestent par un absentéisme scolaire ou des comportements inappropriés.  Les établissements scolaires doivent établir un système de suivi et d’alerte précoce en collaboration avec les familles. Une identification et un suivi efficaces ne doivent pas être conçus comme un processus bureaucratique et disciplinaire n’enregistrant et ne résolvant que les problèmes d’absentéisme ou de mauvaise conduite, mais plutôt comme un système (d’alerte et) de soutien. Les élèves ont besoin de savoir qu’ils comptent et qu’ils sont pris en charge.

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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.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.1. Culture et climat scolaires; 2.3. Formation initiale et formation continue des enseignants; 3.1. Le bien-être des élèves; 3.3. Orientation professionnelle et soutien; 3.4. Programmes et parcours éducatifs; 3.6. Apprentissage complémentaire et extrascolaire; 3.7. Suivi des élèves à risque; 4.1. Communication et information; 5.2. Réseaux d’intervenants

Langue: EN; DE

Pays: AUTRICHE

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.).

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale

Sous-domaines: 1.1. Culture et climat scolaires; 1.2. Planification et suivi des établissements scolaires; 2.3. Formation initiale et formation continue des enseignants; 3.4. Programmes et parcours éducatifs; 3.7. Suivi des élèves à risque; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: SERBIE

Criteria for identifying pupils at risk of drop-out and ESL

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”.

The project aimed to contribute to decreasing drop-out and early school leaving of children and young people. It has defined criteria (predictors) of early school leaving that can be used by school teams in monitoring pupils at risk and preventing drop-out.

Domaine: 3. Soutien aux élèves

Sous-domaine: 3.7. Suivi des élèves à risque

Langue: EN

Pays: SERBIE

Does intensive coaching reduce school dropout?

Research done in the Netherlands has shown that one year of intensive coaching is likely to reduce school dropout by more than 40 percent and yield a net social gain. The target group of students was the general population of students starting in intermediate vocational education. Results suggest that the largest gains are made in the first year of coaching and effects are largest for students with a larger ex-ante probability of school dropout. Examples of coaching are working on study skills (e.g., planning and organizing), counselling in case of personal problems and contact with parents. Both preventive (before study dropout) and curative actions (among study dropouts) of the coaches have been effective and together resulted in a substantial reduction of school dropout.

Domaines: 3. Soutien aux élèves; 5. Implication des intervenants

Sous-domaines: 3.3. Orientation professionnelle et soutien; 3.7. Suivi des élèves à risque

Langue: EN

Pays: PAYS-BAS

Indicators to monitor school effectiveness

Indicators on early school leaving and on learning improvement are used in Portugal to promote quality improvement of students? performance and recognise/reward the good work undertaken by all the public schools.

Domaines: 1. Gouvernance des écoles et établissements; 3. Soutien aux élèves

Sous-domaines: 1.2. Planification et suivi des établissements scolaires; 1.4. Coopération au sein des systèmes éducatifs; 3.7. Suivi des élèves à risque

Langue: EN

Pays: PORTUGAL

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.

Domaines: 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 3.7. Suivi des élèves à risque; 4.1. Communication et information; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: BELGIQUE

PRINED - Inclusive Education in Slovakia

The project PRINED concerns the inclusion of children and pupils of socially disadvantaged background. The main aim of this project is to enhance the successful implementation of compulsory education.

Domaines: 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 2.2 Les enseignants et leurs relations avec les élèves et les parents; 2.3. Formation initiale et formation continue des enseignants; 3.1. Le bien-être des élèves; 3.3. Orientation professionnelle et soutien; 3.5. Apprentissage et évaluation; 3.6. Apprentissage complémentaire et extrascolaire; 3.7. Suivi des élèves à risque; 3.10. Soutien ciblé - Besoins éducatifs spécifiques et difficultés d’apprentissage; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 4.2. Implication des parents dans la gouvernance des établissements scolaires; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: SLOVAQUIE

Programme Tutorat

The Free University of Brussels (ULB) created in 1989 a Tutoring program which aims to equality in opportunities, engagement, collaboration with schools, quality, and development. Piloted since 2006 by Schola ULB it is the largest free school support system in the Brussels-Capital Region.

Tutor-students from universities animate every academic year workshops for small groups of pupils with difficulties at school. In a genuine collaboration with partner schools, the tutoring takes place in the schools' premises and regular contact with the teachers of the pupils guarantees a sustainable outcome.

This mechanism is a source of mutual citizenship. The students show solidarity and commitment, but also develop skills appreciated at the labour market: pedagogy, group management, autonomy.

To strengthen the quality of the proposed offer, yearly evaluations are carried out with teachers, tutors, pupils and school principals. The student-tutors also receive tutoring and training.

http://www.schola-ulb.be/

Domaine: 3. Soutien aux élèves

Sous-domaines: 3.6. Apprentissage complémentaire et extrascolaire; 3.7. Suivi des élèves à risque; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés

Langue: EN

Pays: BELGIQUE

Sala Farol - Lighthouse Room - support for learning difficulties

The Lighthouse Room programme is focused on the learning difficulties of each learner. It provides individualised support to learners through periodic teaching in small groups with (additional) support teachers. The identified learners are provided with an individual student learning plan which helps them in accomplishing learning objectives.

Domaines: 2. Enseignants; 3. Soutien aux élèves; 5. Implication des intervenants

Sous-domaines: 2.3. Formation initiale et formation continue des enseignants; 3.1. Le bien-être des élèves; 3.4. Programmes et parcours éducatifs; 3.5. Apprentissage et évaluation; 3.7. Suivi des élèves à risque; 3.10. Soutien ciblé - Besoins éducatifs spécifiques et difficultés d’apprentissage; 5.1. Équipes pluridisciplinaires

Langue: EN

Pays: PORTUGAL

Structural Indicators for Schools for Developing Inclusive Systems in and around Schools

This set of structural indicators for inclusive systems in and around schools can be used by school heads, teachers, parents or other school partners to reflect on the inclusiveness of their school. The indicators are phrased as statements with yes or no answers, which can guide school actors in self-evaluating in a range of relevant areas. Inclusion in schools is seen as supportive and quality learning environment with welcoming and caring schools and classrooms. It is accomplished by preventing discrimination, approaching learner's needs holistically (emotional, physical, cognitive and social), and recognizing learners' talents and voices.

The key areas covered by the indicators include:

  1. a whole school approach to developing inclusive systems
  2. teacher and school leadership quality
  3. promotion of system integration of policy and practice
  4. a multidisciplinary focus on health and welfare
  5. promoting parental involvement and family support
  6. and meeting the needs of particularly vulnerable individuals and groups

The choice of indicators draws upon key EU Council and European Commission policy documents and recent international evidence on inclusive education.

 

This tool is part of a wider Report on Structural indicators for inclusive systems in and around schools, which provides a background and explanations for each of the indicators.

Domaines: 1. Gouvernance des écoles et établissements; 2. Enseignants; 3. Soutien aux élèves; 4. Implication parentale; 5. Implication des intervenants

Sous-domaines: 1.1. Culture et climat scolaires; 1.3. Direction de l’établissement scolaire; 2.1. Aptitudes et compétences de l’enseignant; 2.2 Les enseignants et leurs relations avec les élèves et les parents; 3.1. Le bien-être des élèves; 3.2. Participation des élèves à la vie de l’établissement scolaire; 3.7. Suivi des élèves à risque; 3.9. Soutien ciblé - Migrants, Roms; 3.10. Soutien ciblé - Besoins éducatifs spécifiques et difficultés d’apprentissage; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 5.1. Équipes pluridisciplinaires; 5.2. Réseaux d’intervenants

Langue: BG; CZ; EN

Pays: Europe

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