Early School Leaving in the European Union provides an analysis of early school leaving (ESL) in nine European Union countries, with a particular focus on young people who were previously enrolled in educational institutions inside and outside mainstream secondary education. The comparative approach employed by this volume adds to the existing body of knowledge on ESL and develops an understanding of how young people navigate through different educational systems.
Contributors acknowledge the importance of reconstructing educational trajectories from the perspective of the individuals involved and, as a result, the book includes data collected during in-depth interviews, surveys, and insights from educational professionals, policymakers and representatives from civil society organisations. Adopting a classic tripartite approach, which acknowledges the complex nature of ESL, the book addresses individual, institutional and systemic factors. It identifies and analyses the prevention, intervention and compensation measures that can succeed in supporting young people’s attainment, and demonstrates how these can be used to reduce ESL.
This unique book will be highly relevant for academics, researchers and postgraduate students, as well as educational practitioners. Drawing on the insights provided by the authors, the book formulates policy recommendations that should also be of interest for policymakers in European countries and beyond.
"The book uses a rich collection of detailed student survey data, in-depth student interviews, surveys of school personnel, and interviews with government officials to provide a comprehensive and in-depth examination of the problem of Early School Leaving (ESL) in the European Union. The research is well-grounded in prevailing theories and research, yet the book also undercovers a more complex process of early school leaving than previous research suggests. As such, the book makes a valuable contribution to our understanding of this important and impactful phenomenon."
Russell Rumberger, author of Dropping out: Why students drop out of high school and what can be done about it (Harvard University Press).
"This multidisciplinary book offers an indispensable reference point for researchers and students regarding early school leaving in Europe and beyond. It offers a multidimensional lens for understanding this vital issue across a range of European contexts. Key themes examined, including early warning systems, socio-emotional supports, holistic multiprofessional approaches and an ethos centred on students' voices, offer important strategic directions for policymakers internationally."
Dr. Paul Downes, Director, Educational Disadvantage Centre, Associate Professor of Education (Psychology), Dublin City University, Member of Coordinating Committee of European Commission Network of Experts on the Social Aspects of Education and Training (NESET II) (2015-18).
Introduction: theoretical and conceptual framework - Lore Van Praag, Ward Nouwen, Rut Van Caudenberg, Noel Clycq, Christiane Timmerman
Part I: State of the art and impact of early school leaving across European countries
Part II: Youngsters’ perspectives on early school leaving and schooling
Part III: Educational trajectories of youth (at risk of) leaving school early
Part IV: Strategies to deal with early school leaving
Conclusion - Elif Keskiner and Maurice Crul
This is a series that offers a global platform to engage scholars in continuous academic debate on key challenges and the latest thinking on issues in the fast growing field of International and Comparative Education.
Please send inquiries or proposals for this series to one of the following:
Will Bateman: [email protected] – Editor, UK and Rest of World
Elsbeth Wright: [email protected] – Editor, North & South America
Vilija Stephens: [email protected] – Editor, Australia & New Zealand
Katie Peace: [email protected] – Publisher, Asia