The experiences behind early school leaving

Abstract

This research aims at shedding light on the experiences of Early School Leavers (ESLers) and their families; experiences which are very often disregarded or merely neglected when tailoring policies and strategies to combat the problem of early school leaving (ESL) ( Council of the European Union, 2011; Ministry of Education and Employment, 2012; Traag, 2012; European Commission, 2013). This research, hence seeks to qualitatively obtain information related to the causes and consequences of ESL, extrapolate data on the background of ESLers and their families as well as to give voice to their feelings, prospects, perspectives and experiences. The semi-structured interviews carried out, pinpoint several shortcomings in the local educational system, including the focus on knowledge-based subjects, with little, if any, opportunities to learn vocational subjects. Amongst other reasons, ESLers feel that they had not even been given a fair chance to succeed in education and almost all advocate towards the re-implementation of the traditional trade schools. Furthermore, their working-class parents suggested an increase in communication between the school and the home. Apart from lacking the necessary skills and confidence to actively involve themselves in their children’s school lives, a deficit has also been felt in terms of the father figure in the lives of these ESLers. All in all, ESL was not a decision ESLers consciously made, but rather a continuous process of disengagement from the early years of schooling. In fact, ESLers conveyed not being able to put up with long hours of sitting down, doing homework and studying and tried to avoid having to do with anything pertaining to school; most particularly when referring to school as an experience at home. These individuals seem to have also been deprived of sufficient role models, especially since the teachers’ role was not associated with anything happening outside school. Moreover, in the school years, experiences of bullying were prevalent and may have played a significant role in the complex interplay of factors contributing towards the prevalence for ESL. As a result, the participants have had, and still have an absence of aspirations towards their future and most were characterised by an immense lack of selfconfidence. In light of the participants’ own experiences, opinions and suggestions, this research further posits recommendations for practitioners and policy makers as well as indicates opportunities for further research. Subsequently, additional research and implementation of effective initiatives promoting adequate parental skills, education and involvement is essential. Apart from the incorporation of alternative pathways including those with an adequate amount of accredited vocational subjects within compulsory schooling itself, greater bridging between compulsory and postcompulsory education and between school and the world of work is needed, along with the role of ‘intervention specialists’, for example, who monitor, offer continuous guidance and act as point of reference to those in need of it, particularly beyond compulsory schooling.