This module ‘External Support and Cooperation’ encourages participants to examine causes and supports for teachers and students to address and prevent early school leaving. The module includes a range of scenarios for reflection, an exploration of teacher responses to students in danger of leaving school early, and an outline of potential supports. It is an interactive module inviting participants to engage with the early school leaver, explore the causes, consequences and the supports in tackling the issue.
School responses and support systems differ widely from one country to another. They are dependent on the ethos of the school and also the national educational system. The module therefore is one of exploration. It encourages the trainee to explore the particular situation in the particular country.
OVERALL AIMS OF THE MODULE
Aims
- To explore a variety of teacher responses to students in danger of leaving school early
- To introduce video scenarios to participants for reflection and response
- To identify students who are at low, medium and high risk of leaving school early
- To examine external resources and supports for teachers and students
External Forces
Impact of current (recognised) & Potential (Reviewed) Social, Cultural & Economic instability Risk Factors to those at Risk
Resources
Four scenarios from four categories related to the causes of early school leaving. Each short role play scenario has a non- conclusive outcome. The categories include:
- Bullying in the school environment
- Transition from primary to second level education – lack of integration with class group
- Low education level of parents and siblings
- Family problems causing stress in the family
Methodology
- Viewing of videos
- Exploration of student and teacher experiences
- Personal reflection or discussion on possible proactive conclusions to each video
- Identification of key areas of direct & indirect supports - existing and potential support networks
- Introduction to yellow, green and red flag system of detection
THE VIDEOS
Four videos were produced for this module. A consultative process with a group of teachers and second level students took place. The purpose of this process was to explore the content and production of the videos. This collaborative working group prepared, filmed and edited the videos for the Training Package. The teachers and students became the script writers, directors, actors, cameramen and editors.
AIMS
The videos aim to inform participants, to integrate theory with practice and to facilitate discussion on the topic of early school leaving. They are an interactive means of learning and an exploration of some of the root causes of early school leaving.
The videos cover a variety of triggers, namely bullying in the school, personal issues, poor educational background and transfer from primary to second level schooling. They have been produced to correlate with the factors indicated in Module 1 of the training package.
Viewing the Videos
Choose the video you wish to view.
Play it several times. Explore the message it offers in relation to early school leaving.
Video Exploration
Take time to reflect on and respond to the following questions...
What is the situation for the student?
What is the situation for the family?
What do you imagine is the student’s experience in school, at home and in school?
What do you imagine the student’s experience is in relation to school work and homework?
What is the challenge for the teacher(s)?
What supports would help the student?
What external supports might help the student?
What supports would help the teacher?
What external supports might help the teacher?
Follow this procedure with each of the four videos...
1. Text Bullying
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Mobile phones and texting are part of student life and student communication today. They text each other regularly. Some students, however, receive texts that are not very pleasant. It has become a common form of bullying and intimidation. (Refer to Chapter 1 Identification of Risks, Chapter 2: Personal Factors). The first video aims to explore the reality of Text Bullying in schools. It brings us into contact with a group of students and their communication with another younger student.
Students sitting at a table and talking together
One student takes out his phone and writes text
Shows phone with text written to the other students
Shot of phone with ‘send’ Sends text
Picture of text going – envelope going...
Playground scene
Two students sitting on the steps outside the school
Sound of text coming in...
One student takes phone from pocket and looks at text...
Indicates “... not again...” A repeat nasty text from one of his classmates
Shows facial expression of frustration...
Puts phone in pocket...
Take time to reflect on and respond to the following questions...
What is the situation for the student?
What is the situation for the family?
What do you imagine is the student’s experience in school, at home and in school?
What do you imagine the student’s experience is in relation to school work and homework?
What is the challenge for the teacher(s)?
What supports would help the student?
What external supports might help the student?
What supports would help the teacher?
What external supports might help the teacher?
2. Family Factors
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This video highlights a particular situation in which a student comes to school late, is detached from school work and has little interest in learning. It offers an opportunity to consider personal experiences encountered by students in any classroom.
Classroom scene in the computer room
Teacher gives tuition to students
Child comes in late to class – bag slung over shoulder
The teacher points to watch indicating late for school... again
Student responds unemotionally
Flash of something to indicate a family bereavement
3. Educational Factors
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This video invites the viewer to consider the implications of poor educational background within a family and to think about the impact that parental education has on early school leaving. It outlines a situation where family support is poor due to lack of experience and low educational achievement on the part of the parent. It highlights the frustration of a student in this situation in completing his homework effectively.
Class room scene
Teacher giving a geography class
Teacher inspects homework done by students
One student indicates he has not got the homework completed
Teacher enquires why?
Student shrugs his shoulders
Home scene
Mother standing drying the dishes
Student sitting at kitchen table doing his homework
Student asks his mother for help with his homework
Mother comes over to him, looks at the book and indicates that she doesn’t know the answer
Student buries his head in his hands...
4. Exclusion / Isolation
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This video presents an exploration of the challenges that some students face in their schools. It explores the natural desire to make new friends, to be integrated and to be accepted by peers. It offers an opportunity to explore the considerations for easy transfer from first level to second level education. And, it points to the implication of inclusion or exclusion experienced by students – especially in their first year in a new school.
Playground scene
Students are chatting together in the playground.
One student is excluded from the conversation and gets up to leave the group.
Another student throws something at him and hits his head.
Student alone
Student retreats to a quiet place alone and in isolation.
Some causes of early school leaving are included in the following list. What are the causes in relation to particular students in your school?
EDUCATIONAL FACTORS
Associated video – Educational Factors
Teaching Quality and Leadership – Poor quality versus high quality
Different Learning Styles
Learning Climate in the classroom and at home
Assessment
Communication between schools
Integration of Traveller children, gypsy children and other ethnic minorities – high risk culture of early school leaving
Course and subject selection
Other ‘School Related' factors – staff, extracurricular activities, study opportunities
PERSONAL FACTORS
Associated video – Text Bullying and Exclusion/Isolation
Attendance and absenteeism
Behaviour in and out of the classroom
Health issues
Peer Group – poor integration and support form peers – self chosen isolation
Bullying – physical, emotional, text bullying and technological bullying on teenage sites e.g. Facebook, Bebo, Twitter.
Personal Factors – lack of initiative or difficulty with homework
Special educational needs
Use of illegal and addictive substances
FAMILY INFLUENCES
Associated video – Family Factors
Educational Expectations
Elective Home Education
Family Needs / circumstances – separation, bereavement, poverty, location
COMMUNITY AND SOCIAL FACTORS
Socio-economic status of students
Involvement in anti-social Behaviour
Work culture of working at an early age
Political Priorities and Media Criticism
Aims
- To explore the level of risk of particular students
- To highlight the range of supports that can be engaged in responding to early school leaving
- To examine appropriate supports
Resources
External Support & Co-operational Module Flow Chart
The Transnational report indicates that ‘All national reports agree that co-operation between institutions is proven to be the most effective tool to reduce dropout rates’. The Flow Chart is adapted from the German National Report and indicates the interaction of the main support agents. This resource is designed to accommodate all international educational institutions. It, therefore, does not indicate particular levels of low, medium or high risk situations. Nor does it prescribe a particular communication flow or response.
Methodology
- Consideration of the students needs
- Consideration of the teacher’s needs
- Exploration of the Support and Co-operation flow chart
- Application of the flow chart to personal teaching environment - by naming school and local supports for both students and teachers
- Discussion with other teachers
The videos can be used as a stimulus to address the difficulty in any of the cross factors within the Flow chart. View them with the Flow chart in mind and explore the considerations related to both students and teachers.
Exploration of Student and Teacher Needs
STUDENT CONSIDERATION
Consider this flowchart in relation to a student under consideration. Investigate the level of risk of the student who is contemplating leaving school prior to the legal age or examination.
Using the chart consider the supports that are available locally to help students at risk.
What age is the student?
In your opinion, is the student’s threat of leaving school early at a low, medium or high risk level?
What do you consider are the causes of this student’s intention to leave school early?
What flow of communication needs to be initiated within the school?
What internal supports are available?
What external local supports need to be consulted?
What external regional supports need to be consulted?
TEACHER CONSIDERATION
Consider this flowchart in relation to a teacher.
Investigate the causes and level of risk of the student who is contemplating leaving school prior to the legal age or examination.
Consider the level of support required by the teacher in order to support the student to remain in school.
What communication flow needs to be initiated?
What internal supports are required by the teacher to manage the situation?
What external supports are required by the teacher to manage the situation?
Using the chart consider the supports that are available locally to help students at risk.
What action(s) will you as the teacher take now in order to support yourself and the student in question?
A possible flow of communication may be as follows:
The teacher meeting with the student
A senior staff meeting with the student
The Head teacher meeting with the student
The Principal meeting with the student
An alternative curriculum considered
An appointment created for a counsellor with the student
A meeting with student and parents, guardian or carers
The involvement of outside agencies, e.g. an Education Welfare Officer
Communication with the local youth leaders or youth institutions
Involvement of the police & legal system
External Flow Chart
Fill in the supports in your locality for each of the categories below
Membres
Matériel photographique : ©