Description
Language and cultural barriers, and a disadvantaged socio-economic situation of families and communities, often contribute to young people leaving early from education and training.
Financial problems and poverty drive young people to leave school and find a job. Parents from disadvantaged socio-economic backgrounds are often less engaged in their children’s education due to a poor understanding of the education system, and of the opportunities available. They may also have a negative image of vocational education and training.
Migration often implies an interruption of studies in the country of origin to resume them in a foreign country, often in a different language. This is a challenging transition and may negatively impact educational achievement, increasing the chances of early leaving.
Especially for refugee students coming from conflict zones (e.g. Ukraine), schools need to be considered as a safe, inclusive and supportive environment, where they should feel welcome and comfortable to share their experiences. A systemic approach to psychosocial support including cultural and linguistic interventions contributes to the well-being of refugee learners and plays a crucial role in integrating them in school’s life and in the hosting country.
Support measures need to acknowledge the different needs of students. It is also essential to promote inclusiveness and prevent discrimination in education and training environments.
