Kinsale Community School: All together in learning
The school aims to cater to the curricular, personal and physical needs of each student, in a safe and caring environment.
3.6. Monitoring learners at risk
ºìÌÒÊÓƵers may go through difficult periods in their social and/or family lives or may have negative school experiences that throw them off track. Early detection of learning difficulties, socio-emotional distress, or disengagement is vital – before they manifest through school absenteeism, or inappropriate behaviour. Schools need to establish an early warning and monitoring system in collaboration with the family. Effective identification and monitoring should not be seen as a bureaucratic and disciplinary process that only records and responds to incidents of absenteeism or misconduct, but more of a support (warning) system. ºìÌÒÊÓƵers need to know that they matter and are cared for.
While monitoring attendance and learning progress remain essential, a broader perspective on the learner and his/her particular situation is also needed. Early detection should be based on a comprehensive view of the individual that also includes social, family and emotional factors. Consideration should also be given to the impact of critical life events (including traumatic events) on the young person’s personal development.
Monitoring means keeping an ongoing record of a wide range of aspects, including learners' socio-emotional well-being, sense of school belonging, learning processes, levels of achievement, attendance, behaviour and any other relevant information. These cognitive and emotional processes, although more difficult to monitor, can provide even more timely indications of decreasing school engagement, before this is externalised as truancy and misconduct. Not all of this must be formally recorded, but it can be useful in detecting changes that may indicate factors that are likely to hinder a learner in his or her development and school achievement. Less overt indicators of socio-emotional distress are best picked up by teachers and support staff when they have trusting and caring relations with individual students, and collaborate closely with the learner’s family.
Different methods and routines may be used, but it is essential that identification of at-risk learners be followed by rapid and targeted intervention. Three levels of intervention are:
- Universal support – for all students
- Targeted support – for groups of students at moderate levels of risk or need
- Individual support – intensive intervention at chronic or extremely high levels of risk or need
Identification of distress signals should trigger immediate reaction through a , to assist learners to overcome difficulties and continue on their educational path. Specific interventions need to be accompanied by close monitoring and assessment. These assessments should include hard indicators, such as truancy figures, as well as soft indicators, such as surveys of student well-being and sense of belonging in school.
Find out more:
- European Commission, Early warning systems in Europe: practice, methods and lessons. Thematic Working Group on Early School Leaving, Brussels, 2013.
- European Commission/EACEA/Eurydice/Cedefop, , Publications Office of the European Union, Luxembourg, 2014.
- Juhasz, J., , Section II, Tempus Public Foundation, Budapest, 2015, pp. 3- 8.
- Nouwen, W., Clycq, N., Braspenningx, M., and Timmerman, C., Cross-case Analyses of School-based Prevention and Intervention Measures, ,eu Project, Centre for Migration and Intercultural Studies, University of Antwerp, 2016.
Additional reading:
- Baker, D. and Jansen, J., ‘’, Social Work in Education, Vol. 22, 2000, pp. 46-53.
- Gresham, F.M., Hunter, K.K., Corwin, E.P. and Fischer, A.J., ‘, Exceptionality: A Special Education Journal, Vol. 21, No. 1, 2013, pp. 19-33.
- Lehr, C. A., Sinclair, M. F., and Christenson, S. L., ‘: A replication study of the Check & Connect model’, Journal of Education for Students Placed At Risk, Vol. 9, No. 3, 2004, pp. 279–301.
- Licht, B. G., Gard, T., and Guardino, C., ‘Modifying school attendance of special education high school students’, Journal of Educational Research, Vol. 84, 1991, pp. 368-373.
- McCluskey, C. P., Bynum, T. S., and Patchin, J. W., ‘’, Crime & Delinquency, Vol. 50, No. 2, 2004, pp. 214–234.
- Reinke, W. M., Splett, J. D., Robeson, E. N., Offutt, C. A., ‘’, Psychology in the Schools, Vol. 46, No. 1, 2009, pp. 33-43.
- Sutphen, R.D., Ford, J.P., and Flaherty, C., ‘’, Research on Social Work Practice, Vol. 20, 2010, pp. 161-171.
Understood.org – for learning and thinking differences
Understood is a US-based non-profit organisation dedicated to supporting individuals with learning and thinking differences such as ADHD and dyslexia.
PACT: combatting early school leaving with holistic approaches
The PACT project was developed to apply community-based efforts to create inclusive models for schools and communities.
Homelessness in the classroom – a resource for primary schools
Focus Ireland and the Irish National Teachers’ Organisation (INTO) have created guidance for primary schools to support pupils and their families facing homelessness.
Maestri di Strada (Street Teachers) promoting social inclusion in Naples
Maestri di Strada is a grass-roots initiative which addresses educational poverty among young people.
BE-IN: inclusive and emotional education to face early school leaving
The BE-IN project has developed resources to diminish cognitive, social, linguistic and emotional obstacles in the learning environment to foster a more inclusive atmosphere for students.
Breaking the Mould: promoting inclusion in schools
A series of resources to support nursery and primary teachers choose books to promote inclusion and diversity.
DROP’IN: using non-formal education to prevent early school leaving
The DROP’IN project aims to tackle early school leaving and disengagement among disadvantaged young people in Europe.
Intercultural mentoring for schools
In this project, multilingual mentors, who themselves have migration or refugee experience, are assigned to primary and secondary schools in Vienna and St. Pölten to accompany pupils who need additional support. ‘When you’re here, everything is easier,’ said one pupil to her mentor.
Family Literacy Works!
Literacy skills have a decisive influence on pupils’ academic success and social integration. Family participation in creating an environment conducive to literacy and early education is a significant factor in overcoming social exclusion and poverty. This Erasmus+ project piloted family literacy programmes in families and analysed the results for further study.