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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Guiding cities

Guiding Cities joins policy makers and education stakeholders to map policy and guidance and create coherent policy to respond to the complex needs in the fight against ESL.

The project aimed to:
• Analyse guidance actions in 4 countries through country-based focus groups including stakeholders in education and guidance.
• Develop a Guiding Cities Model and Checklist mapping different possible actions, actors community needs relative to guidance and lifelong learning.
• Establish and manage Working Groups and a survey of best practices (involving at least 40 stakeholders).
• Publish online the GCities Model and links to resources and practices for each type of action and/or each target group. The GCities tools will be available in 6 languages (EN, ES, CAT, IT, EL, RO).
• Test the GCities Model and Checklist-benchmarking tools with at least 40 communities or organisations.
• Improve professional development of local service providers and school guidance practitioners.

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

Sous-domaines: 3.3. Orientation professionnelle et soutien; 3.7. Suivi des élèves à risque; 5.2. Réseaux d’intervenants; 5.4. Partenariats - Organisations communautaires et société civile

Langue: EN

Pays: ESPAGNE; GRECE; ITALIE; ROUMANIE

J'ai ma place au collège

This project is aims to fight against school dropout by addressing risk factors including:
• behavioural problems (discipline, violence ... )
• integration problems
• learning problems
• low motivation
• low self-esteem
• a lack of ambition
It is also important the student have a positive experience of school

 This project has two components:

1.) In "volet 1" students work collaboratively on a cross thematic directly related to the project. The aim is to restore and develop the pleasure of learning through informal activities.
2.) In "Volet 2" partner institutions (management, nursing service , teachers ... ) devoted to educational activities and educational research work together to produce a toolbox on prevention of ESL which can be adapted to local context. The focus is on prevention of conflicts, fight against discrimination, peer mediation, individual tutoring, class or group projects.

https://digitaliessite.wordpress.com/category/accueil/

 

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

Sous-domaines: 1.3. Direction de l’établissement scolaire; 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; 3.10. Soutien ciblé - Besoins éducatifs spécifiques et difficultés d’apprentissage; 3.11. Soutien ciblé - Élèves issus de milieux socio-économiques défavorisés; 5.4. Partenariats - Organisations communautaires et société civile

Langue: EN

Pays: ESPAGNE; FRANCE; GRECE; ITALIE; POLOGNE; PORTUGAL; ROUMANIE

RESL.eu Toolkit for identifying and monitoring students and schools at risk of ESL

The toolkit developed as part of the valorisation of the findings by the Reducing Early School Leaving in Europe (RESL.eu) research project aims to support practitioners working with youth in identifying and monitoring students and schools in need of greater care and support. It is primarily focused on the situation of those young people who are at risk of school disengagement and early school leaving. The toolkit is primarily dedicated to school staff: principals, teachers, educators, pedagogical counsellors, class tutors and school psychologists. However, it might be also helpful for other educational specialists working in education policies and in alternative learning pathways.

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

Sous-domaines: 1.1. Culture et climat scolaires; 1.2. Planification et suivi des établissements scolaires; 3.7. Suivi des élèves à risque

Langue: EN

Pays: AUTRICHE; BELGIQUE; ESPAGNE; HONGRIE; PORTUGAL; SUEDE

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.

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

Sous-domaine: 3.7. Suivi des élèves à risque

Langue: EN

Pays: ALLEMAGNE; AUTRICHE; BULGARIE; CROATIE; ESPAGNE; FINLANDE; ITALIE; PORTUGAL; ROYAUME-UNI