In this article, the authors develop an analysis to integrate school and community approaches of early school leaving.
Firstly, they describe the “the school approach”.
If the school can generate exclusion, it can also cultivate protection factors: support relations, empathy, individual assistance … that can make school reintegration of students at risk easier.
The authors illustrate this approach describing structures that make it possible for students in difficulty to go out (for more or less short periods) of a school environment with which they have problematic relations, in order to bring them to get themselves back together in places that offer possibilities of new emotional and cognitive commitment.
The authors then develop “the community approach”.
The multidimensional aspect of early school leaving highlights the importance of factors external to school. From this perspective, the authors describe the interest of initiatives involving “educational alliances” that go beyond the school in a community framework.
This approach has been developed for around fifteen years. It mobilises a large numbers of protagonists from all the areas of society.
The authors illustrate this approach through a survey conducted in French-speaking Belgium, aiming to set up an cross-sector consultation strategy against early school leaving (presented in the “Stay@School” project: http://schoolinclusion.pixel-online.org/document.php?id_doc=321&doc_lang=French&str_search
At the end of the article, the authors make several suggestions for a “quality approach” in the implementation, analysis and regulation of new educational alliances including the school and community approaches.