Conceptual foundations of inclusive systems in and around schools for early school leaving prevention: An emotional-relational focus

Abstract

Against the background of the EU2020 headline target of reducing early school leaving to 10% across Europe, this article examines the conceptual foundations of the understanding of inclusive systems for early school leaving prevention that has emerged in EU policy documents and research reports in recent years. Traditionally, inclusive education has referred to a focus on children with special educational needs. However, this conceptual review examines how inclusion is increasingly being examined in broader terms.This review seeks to critically reconstruct foundational understandings of systems and resilience in developmental and educational psychology. A systems focus on inclusion needs to address the neglect in psychology of system blockages and power imbalances. Resilience is typically framed as the capacity of the individual to navigate their way to environmental resources. This places the onus of accessibility onto the individual's efforts rather than a concern with responsive systems accessible to marginalised groups. A concern with inclusive systems goes beyond not only the well-established framework of individual resilience in developmental psychology, but also beyond its expansion into resilient systems, as these omit a focus on outreach and multidisciplinary teams in systems of care for integrated services. Common principles for a framework of inclusive systems include children's voices, equality and non-discrimination, parental involvement that is integrated holistically with family support, and lifelong learning principles for schools.

Relational analysis of the phenomenon of early school leaving: A habitus typology

“…Accordingly, their decision to ignore ‘official’ application paths and seek work through social networks and recruitment agencies can be seen as a form of stigmatization management (Goffman, 1963, 1986; see also Gesthuizen et al, 2011; Làmont and Lareau, 2015; Solga, 2002). Early school leavers need access to high-quality education and career guidance, psychological and emotional support (see Downes et al, 2017).…”

“…Voss et al, 1966), a situation that has been rectified by more recent research (e.g. Downes et al, 2017; Lessard et al, 2008). Most studies and typologies on early school leaving concentrate on its causes (e.g.…”

School Bullying in Compulsory and Advanced Secondary Education. Determining Factors in its Intervention

“…Downes, Nairz-Wirth, and Rusinaitė (2017) [ 40 ] have indicated that multi-level policies focusing on the integration of individuals at their school should be incorporated as imperative methods of action. These policies should involve the following: (1) The generation of organizational and curricular strategies targeting the classroom climate, (2) the running of activities to strengthen relationships that incentivize social participation in all groups, (3) teacher training on diversity and improving the classroom climate, and (4) the development of interprofessional networks where teachers, together with other professionals, can pose doubts and difficulties in the pursuit of deepening understanding.…”

“…According to Smith et al (2004) [ 42 ], in contexts where the educational center or school can provide meeting points to promote interaction between pupils and favor the generation of new and diverse friendships, all of those implicated will become aware of diversity aspects. Downes, Nairz-Wirth, and Rusinaitė (2017) [ 40 ] have explained that involving families and converting the school into a social hub will result in a reduced prevalence of bullying as the entire educational community will be more involved and aligned towards achieving the objective of combatting school bullying.…”

In and Out of the Unknown: Lessons from Immigrant Families Promoting Multiliteracies During the COVID‐19 Pandemic

“…School (including the heritage language school) and home continued to operate as “two solitudes” (Cummins, 2008; Li & Lin, 2022). There is a need to reconceptualize and operationalize schools and families as one connected system, each having a set of relationships and mutual influences that impact the children (Downes et al, 2017). This requires the schools and parents to work together to remove some of the systemic obstacles, such as language and cultural differences, and to create relational spaces within the schools to work reciprocally with culturally and linguistically diverse children and families (Li, 2008).…”