Lifelong Learning Programme

This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

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Title of Product
L’abbandono della scuola: si può prevenire? E come?
Name of Author(s)
Name of Producer
Autori vari
Date of Production
Language of the review
Language of the product
Type of product
Online course, Online Publication
Thematic Area
Identification of students’ at risk
Target Group
Headmasters, Teachers
Description of Contents
In the vast literature found on the drop-out in Italy, we refer in particular to the common risk factors.
In particular, the article published in are identified six points often interrelated due to drop-out.
The first risk factor is related to the initial wrong choice, often conditioned by the decisions made by his companions.
Second, the student can find a school environment that does not match expectations, which creates difficulties in finding a (bad relational climate, violence, excessive competitiveness, turn-over of teachers).
Another factor that can cause the abandonment is determined by setting a bad method of study: the lack of method leads to learning difficulties, poor management of time to devote to the study involving minor personal space to devote to extracurricular activities (sports , friends, etc..).
The other three factors that are identified by the author refer to the personal and family of the student.
A troubled family environment or conflict, disturbed relationships with parents, lack of confidence in the boy and in its possibilities as well as support in times of difficulty, are impediments to a successful school.
Adolescence is a time of great change from the point of view of both psychic and physical. A phase particularly challenging for the boy, revisitation of the relationship with parents, openness to social relationships with peers and with the opposite sex that may distract from the studies and result in a decline, even dra-tic, performance . The school environment or family may increase these difficulties, more easily overcome if the student finds support in these contexts. Difficulty previous school, a schooling problematic or unsatisfactory, setbacks or failures undermine the confidence of the boy in their abilities and self-esteem.
Personal problems of the student can be determined on the combination of some of the variables mentioned and the degree of personal vulnerability, be pre-existing or in the process of structuring and reinforced by the ongoing situation.
The article is structured in a clear, following a logical sequence between the various parties. Since the article is based mainly on an analysis of the phenomena that lead to abandonment, no importance is given to the educational and learning., While the analysis of the phenomena indicated above markets is done in-depth and reflects the Italian reality. The choice of article is made, particularly in view of the target on which the analysis is done.

The article was chosen because any intervention designed to prevent drop-outs must take account of factors that influence the choice of dropping out of school, and that in this piece have been highlighted in a clear and effective. In this regard we can identify two subjects that are primarily responsible identification of risk factors and the resolution of the same. The subjects are a part of public institutions and other teachers. The teachers are the first people who come into contact with the hardships of students and that is facing in a first instance these situations, trying to alleviate the difficulties. In the event that these difficulties are particularly series, shall make reports to the competent authorities. Institutions (schools, local authorities, social organizations as a host community for troubled teens) have the task of collecting the reports of such situations at risk and prepare measures aimed at their resolution. For this reason it is necessary that the teacher considers the student not only as such, but as a person who interacts with the external world to the school that can influence in a positive, but also negative his personality and his yield school.

Since this is an analysis of the reasons that lead people to, you can not talk about transferability potential, but extension of the analysis of the problems that lead to pupils drop out. The analysis of the factors can be considered as complete and accurate, but does not provide solutions and this can be considered a point of weakness.

20 December 2014

Final Partners’ meeting

The fourth partners’ meeting took place in Florence (IT) on 15 December 2014. The meeting had the objective to check the activities carried out since the third meeting of the project and share and assess the in progress results. A special focus has been dedicated to the presentation of the strategies to solve the case scenarios.