Resources

The purpose of this paper is to highlight information on existing approaches and resources based on information and communications technology (ICT) that could be successful in the field of educators’ professional development.

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This paper focuses on educators’ self-reflection as a professional development tool.

The individual’s ability to reflect and assess their behaviours and abilities affects their choices, aspirations, motivations and coping mechanisms. This ability should therefore be promoted and developed, especially among educators.

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Continuing professional development (CDP) of teachers is one of the most important approaches for preventing ESL. Improving educators’ competencies (e.g. communication, discipline management and cooperation competencies) implies improving students’ educational experience and reducing their risk for ESL. This articles outlines how CPD should intertwine the different modes (e.g. study groups, self-reflection etc.) taking teachers’ motivation, interests and their stage of professional development into account.

The Circular Emotional Reaction (CER) model helps teachers and other professionals working in schools understand their own unpleasant emotions they experience during teaching and teamwork. This article outlines how the CER model can have a positive effect on ESL as it can help improve cooperation between professionals in multi-professional teams, as well teacher-student relationships. Read the publication here.

This paper discusses the teacher’s social and emotional competencies and how they are linked to healthy student-teacher relationships. Such competencies of the teacher can be acquired in pre-service or in-service teacher education. Read the publication here.

Relational expertise is the ability to recognise and respond to other professionals’ standpoints, while at the same time utilising the knowledge that underpins one’s own practice. This deepens professionals’ understanding of a certain problem and enriches practice, making it an ideal way to help improve the ways multi-professional teams tackling ESL operate. Read the publication here.

Multi-professional teams at local level are important in tackling ESL, but many challenges still lie ahead. Part II of this article looks at the team processes (including emergent states). The first part can be found here.

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Multi-professional teams at local level are important in tackling ESL, but many challenges still lie ahead. This first article, of a two-part series, focuses on the factors that shape, leverage or align team processes. The second part can be found here.

This paper reviews literature on multi-professional teams in health, social and education settings – including teams dealing with ESL. The paper discusses the conditions for teams to function successfully, and to identify any caveats. Based on the lessons learnt from these settings, recommendations to ensure the success (or continued success) of multi-professional teams working in ESL are provided. Read the publication here.

The paper analyses the role of the local community in ESL with a special focus on school community collaboration. Read the publication here.

This paper applies the strength-based approaches (positive self-concept development and overall positive youth development) to the promotion of young people’s success within the school environment and ESL prevention.

It introduces the role of the local community in overall (student personal) development and the development of a positive self-concept.

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The main aim of this article was to identify factors at the social- and cultural-capital level that affect students’ educational outcomes and early school leaving (ESL) rates.

The paper identifies steps which can used to improve educational outcomes and reduce ESL rates.

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Critical media literacy helps understand how media construct messages, influence and educate audiences and impose messages and values.

This paper explores five core questions verifying the understanding of these issues and discusses how media can be used as a tool for developing the critical thinking of students at risk of ESL.

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This paper explores how the socio-emotional well-being, learning behaviour and motivation of ESL students can be supported by including regular physical activity in prevention and compensation ESL programmes. 

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This article presents career guidance as a promising measure for dealing with ESL. The paper explores how successfully developed career management skills, that result from career guidance, help students at risk of ESL understand and internalise the connections between school and work and become more actively engaged in their academic tasks.

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Students with learning difficulties are at greater risk for ESL than their peers.

To better understand the background of learning difficulties and its relationship with ESL, a basic overview of the terminology is introduced in this paper. In addition multiple and individualised approaches are highlighted for use by educators and the education system to prevent ESL.

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