Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/6131
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dc.contributor.authorDownes, Paul-
dc.date.accessioned2015-11-03T14:59:26Z-
dc.date.available2015-11-03T14:59:26Z-
dc.date.issued2011-11-
dc.identifier.citationThe International Journal of Emotional Education. 2001, Vol. 3(2), p.3-36en_GB
dc.identifier.isbn20737629-
dc.identifier.urihttps://www.um.edu.mt/library/oar//handle/123456789/6131-
dc.description.abstractRecent OECD reports emphasise ten key steps to equity in education, with concrete targets related to low attainment and early school leaving. Such steps, however, neglect the importance of emotional dimensions to early school leaving and the consequent need for system level emotional supports. The current study involves qualitative research interviews with senior government officials and secondary school management representatives across eight European countries, with a particular focus on school climate and emotional support issues. Issues raised by interviewees for students at risk of early school leaving include supports for withdrawn children, for those at risk of suicide and those being bullied at school affecting their nonattendance. Other emerging themes include alternatives to suspension and teacher education for improving their conflict resolution skills. Some interviewees explicitly observe the dearth of emotional support services available in practice in their countries. The pervasive policy gaps across national levels for a mental health and emotional support strategy, as part of an early school leaving prevention strategy, requires serious and immediate attention.en_GB
dc.language.isoenen_GB
dc.publisherCentre for Resilence & Socio-Emotional Healthen_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectMental healthen_GB
dc.subjectSchoolsen_GB
dc.subjectEducationen_GB
dc.titleThe neglected shadow : European perspectives on emotional supports for early school leaving preventionen_GB
dc.typearticleen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.description.reviewedpeer-revieweden_GB
Appears in Collections:IJEE, Volume 3, Issue 2
IJEE, Volume 3, Issue 2

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