Factual description of the scenario
During the period of a scholastic year the case scenario presents a situation of risk for a student of first year of high school (compulsory period) from Romania, with a judgment of sufficiency from previous school, and with a school curriculum and attitude toward the study strongly influenced by the situation and anxiety to solve his personal situation.
At the beginning of the school year reports and monitoring sheets ( from previous school) were used by the class team and by other stakeholders in the school.
The main actors involved are teachers of the class, the headteacher, the psychologist, voluntary associations, representatives of the school responsible for students at risk.
The main elements leading to a possible risk of early school leaving considered in the case scenario are:
- information from the sending school (not only the official ones)
- difficulties of integration in the new classroom
- critical family situation in a general climate of violence
- almost total lack of self-esteem on the part of the student, and no motivation to study.
Attitude and behaviour of the protagonist student
From the very beginning of the school year the team of teachers were faced with a situation of great distress, of inadequate behavior inside and outside the school, often told by the student himself. A general sense of confusion in the student had been noticed from such stories, as well as his difficulty in assessing his actions, could be perceived. Towards his class mates he felt the need to make it clear his great difficulty in respecting the rules, while, at the same time, he tried to give it a reason. He was also often driven to acts of bullying by some of his class mates. He spoke of the violence suffered at home, and his stories were true.
Lack of motivation not only to study, but also to respect the basic rules of the school community.
The pupil's attitude toward the school and his performances were strongly influenced by the situation he had at home and the anxiety to solve his personal condition.
Social relationships with all other actors. He looked for adults who could replace his parents, preferring women because - according to his story – the appeared to be less threatening.
Attitude and behaviour of the classmates
The class is made of 28 students with a high number of pupils of foreign origin, two students with certification of disability, and three with Certified Learning Disorders. From the beginning of the school year the Class Meeting ( Regular meetings of the Class team of teachers) has identified a number of students to be taken into deeper consideration for inadequate behavior, which has also led to several disciplinary sanctions.
Attitude and behaviour of the teachers
The class team of teachers, through the class teacher coordinator, has activated , all the mechanisms to deeply know the situation, involving the different stakeholders, the headteacher and the social services workers.
The class team of teachers try to describe all details of the situation, so that everybody involved can take care.
Attitude and behaviour of the parents
In this case the family does not exist, indeed the origin of the problems of the pupil is exactly the violent behavior of his father. Support is offered by social services and the listening service , organized inside the school.
Criminal proceedings against the father are being undertaken, so also the judicial structure intervenes to protect the child.
Attitude and behaviour of the school director
The school director has followed the case helped by collaborators and in close contact with the parties involved. He has emphasized the student’s misbehavior trying as much as possible to avoid the disciplinary consequences provided by the Rules of the school.
He also shared the subsequent stages , asking to be informed at every new step of the case.
The role of school director in this case is not only to guarantee the respect of the law ( in the relationships with judicial structure) but also to follow every step in the life of student.
Attitude and behaviour of other actors
The other actors involved are :
- Psychologist who is working inside the school
- Coordinator of workgroup dealing with students’ risk ( teachers)
They become aware of what was happening during the various meeting in the year, in the various moment (often in real situations of emergency) in which they have been involved in the case scenario.
They first of all observe during the various meeting all the behaviors ( student, classmates, teachers, school director) and try to create a report useful to discuss the proposal for future solutions. They also try to maintain their specific role in the school, that normally depend on the organization of school itself.
Attitude and behavior of the protagonist
The transition from the previous school has been prepared on the basis of simple exchanges of documents, following the ways of administration. There were personal interviews and open to various actors interested in the case, to explore all the variables of the case. This resulted in an initial negative impact on arrival at the new school, and for the boy in the class, and for new teachers.
The boy’s difficulties became more and more evident when he started new course and met new classmates.
(Step 1- “Knowledge and Guidance”
http://schoolsafetynet.pixelonline.org/GL_guide01.php?ta=1&tg=4&st=1
2- “Welcome to the new school” in Guidelines Identification of students at risk
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=4&st=2)
In these sections of Guidelines we can find resources especially dedicated to the important period of new impact for students beginning a new school.
The general sense of confusion seems to be caused mainly by the student's family situation that obviously affects it and absorb his attention and his excitement at school. The student is still in school carries the load of the experiences of his life and family, may feel threatened and never safe. (see also Step 3 3. Identification of the Problem in Guidelines Identification of students at risk
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=4&st=3)
In this section we can find a website resource about dropout risk.
(
http://www.experienceproject.com/groups/Am-A-High-School-Drop-Out/110020)
The boy could not find his place in the class group, his time at school was gradually reduced and he replaced it with the attendance at a non-profit association that deals with hippotherapy. The path of hippotherapy has been chosen to enable the student to have a one to one relationship, as well as to enhance his practical skills. This solution was for the boy a way to escape his discomfort. At the same time he felt fulfilled while doing concrete and practical activities. This produced significant results as far as his behavior was concerned, and it also improved the management of his relationships.
The solution of the case seems to be possible through the planning of an educational project in a safer environment specifically dedicated to the student, where he could experience a "learning by doing" approach in an environment with fewer claims of "intellectual work", therefore, in a more relaxed climate.
Attitude and behaviour of the classmates
The decision to begin a process outside of the classroom is a lightening of the elements of confusion and disorder in the classroom, but this process should be understood as exploitation of some of the potential of the boy.
First, in the new location, the boy is charged with responsibility, following receipt becomes aware of the opportunity to build something positive. These issues must be sent to the class for not giving them the impression of a punitive measure or lightening of responsibility. This is not expelled from class to breathe an atmosphere less tense and nervous, but to identify a possible alternative teaching and relational recovery capabilities of the student.
The group of classmates has perceived this moving away from the class of their mate as a release, at first. The boy, on the other hand, has realized that this commitment outside school was a chance of personal growth for him. It should be allowed the possibility, for the class group, to go and visit the boy in the non-profit organization, with the aim to enhance the experience for both the boy and the class group, in the perception that others have of him.
See Guidelines for students “identification of students at risk” step 6 Brainstorming to Find a Solution,
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=4&st=6 in which we can read about methods which can help in different situations of risk: misbehavior, truancy, difficulties in studying some subjects, general demotivation. It is also suggested, as useful way, to read and share true stories with the whole class group, or use testimonials such as older students who can provide their experience.
http://conceptmaps.it/KM-Brainstorming-eng.htm
In the guidelines for students at risk, step 7,we can find “Re-orientation and Re-motivation”,
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=4&st=7 with suggestions about a reenactment of the boy's self-esteem, which could be the foundation for learning a job; school, along with other local authorities, will maintain close contact with the student and will follow him at a distance by promoting the maintenance of links between the student and the various components of school -teachers, classmates, school administrators - also in view of his possible going back to school.
http://www.jstor.org/discover/10.2307/40012992?uid=3738296&uid=2&uid=4&sid=21105255208513
Attitude and behaviour of the teachers
To follow up this case from the beginning and others like it, the school must have a working group to be in charge of all the stages of the path. The work starts from the stage of knowledge through previous experience of school, not just files, but with meetings open to all operators, social, educational and institutional. see Guidelines
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=5&st=4
The working group should include a medical, legal and psychological, as teachers can take on methodological and social skills, but they cannot be alone in decisions and taking care of the problems.
It would be a strategy to introduce hours of tutoring with the group, to stimulate emotional awareness , emotional control , empathy and relationship skills and problem solving .Tutoring can deal with two spheres of intervention , first direct intervention work with the problem and secondly prevention work with other classmates who do not have problems . By this way school would give the teen roles of responsibility that is felt useful and try to create some sort of bond with him where she felt safe.
See step 5 Guidelines for teachers in Identification of students at risk, concerning the development of the educational agreement.
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=5&st=5
The teachers of the class should actively follow up the path of integration of the boy in the outside association, providing a constant presence through individual and planned visits in order to maintain the affective-relational continuity between the school and the new environment where the boy is. In this connection between the school and the association outside school, teachers should constantly confront themselves with the operators of the place that houses the boy.
The solution of the case, by the point of view of teachers, seems to be possible through the planning of an educational project in a safer environment specifically dedicated to the student, where he could experience a "learning by doing" approach in an environment with fewer claims of "intellectual work", therefore, in a more relaxed climate.
See also step 9 Guidelines for teachers in Identification of students at risk, in which we can find the theme of assessment.
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=5&st=9
An educational project must be evaluated by the Council Class, to certificate skills and allows a successful outcome, and the student must be aware of all possibilities in this direction.
Attitude and behaviour of the parents
The boy's family was dismissed by the Court, and he was entrusted to a foster home. This fact has resulted in an affective- emotional relief for the boy, and has allowed him to become part of a community where he is followed by expert and sensitive operators, and lives new relational experiences.
In fact, the relationship with the family seems to be the main problem, the father is a violent, the mother is a protective figure. Of this his state could be an excuse for not addressing the problems of education today and its future tomorrow. The school will pose several problems: integration, attention in class, relationships with other children, and relationships with teachers.
What to do?
Acting on the mother by psychologists and other media in the area (SLA, listening centers etc.)
To help her understand herself and the situation of his son, at least make it conscious or even ' liberate ' the alleged subjection to her husband and involve them in the process of growth of the child.
The activities on the student's mother should carry out through the work of psychologists and other supports in the area (Local Health Centre, listening centers etc.). The boy's mother should be helped to understand herself and the situation of her son, at least making her aware of her role, and at the same time, students start with a process of reconstruction of its role within the family going over all his experience and helping to detach, to consider it as an experience of what can and should be obtained from the tips to reflect on his situation without too much pain.
See :Step 1 Guideline for Parents Identify the Best Opportunities and Tools for Parents on the website
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=2&st=1
Parent Support Adviser Project - Resource Kit 1-38 Easy Ways to Get Involved in the Classroom
http://schoolinclusion.pixel-online.org/document.php?id_doc=74&doc_lang=&str_search=parents
See also: Guideline for Parents step 8 Look for Support
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=2&st=8
Attitude and behaviour of the school director
The headteacher has to follow the bureaucratic- administrative path imposed by the Court for the commitment of the boy to the foster home, recognizing the full value of the out-of-school experience in the place of compulsory education.
The Headmaster, to go beyond a bureaucratic and administrative role playing by the rules and the different powers, would work on more positive models of personal relationships, on self-control, on empathy, on self-esteem and managing emotions. The case presented is just one example of all difficulties of a school nowadays, when different causes are combined at different levels.
The headmaster, in a general situation of lack of financial resources would be able to find resources to create above all a workgroup inside the school, which can cooperate, which can be trained and keep on a positive role in identification of students’ risk.
The headmaster needs also to involve first of all teachers, social actors, but when the family is absent, as happened in this case, it is surely difficult to create positive relationships.
We can find resources in Guidelines for Headmasters and Headteacher “Identification of students at risk”.
Step 1 Knowledge of the problem
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=1&st=1
Step 3. Communication: teachers, students,
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=1&st=3
Step 6 Monitoring
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=1&st=6
with an interesting reference
http://schoolinclusion.pixel-online.org/training_package.php?tr1=EN&tr2=5
Step 7 Analysis
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=1&st=7
Step 9 How to design and plan for the future
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=1&st=9
Attitude and behaviour of other actors
The operators involved in identifying risks of abandonment, especially related to social problems and difficulties of integration, involved in all stages of the case.
At first, their role is important for the exchange of information and the right level of relations between them and the school.
After choosing the individualized path for the student other operators involved to provide the school with elements of monitoring and evaluation of the new experience of the student.
In the school the relationship with the operators should be organized in a structured way, not just respond to emergencies, but to contribute to the dissemination of a culture of collaboration and continuous reflection on cases and experiences , with a theoretical training but not operational.
On many occasions, the teacher is faced with other parties, in this case judicial staff not always the teacher can manage the complexity of the situation without adequate support.
The psychologist must carry out individual interviews with the boy, in order to make sure that the path of integration in the new building (foster home) is tailored to the needs of the child and that the activities which are suggested to him satisfy his needs. The association's managers need to maintain close contact with the school and the foster home, giving the guy all the opportunities for his personal growth.
To tackle early school leaving and all students’ risks we need to highlight the importance of the presence of local authorities that can support the school in the action of building a customized path.
See, as suggestion, the documents in Section for Policy Makers , in Guidelines “Identification of students at risk”
In step 6,
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=3&st=6 the guide presents the issues that will be undertaken for the implementation of the strategy monitoring at the level of each school. The conclusions reached at after the performing the monitoring strategy will be used to revise the action plan (step 8
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=3&st=8), to assess the implementation of the strategy (step 9 )
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=3&st=9 and to establish the future action directions
http://schoolsafetynet.pixel-online.org/GL_guide01.php?ta=1&tg=3&st=10 (step 10).