EARLY SCHOOL LEAVING IN GREECE 1st EPAL of Drama, Greece

Factors leading to student disengagement from school: Personal issues Family influences Geographical: rural areas, isolated islands School environment Increasing school failure Social background Economic conditions

Common facts and national trends In primary and secondary school education schooling is compulsory up to the age of 15. In general, school dropout rates are higher: In rural areas rather than urban areas In boys rather than in girls. In Technical/Vocational Institutes rather than Integrated Lyceum. Only a very small percentage of children that should enter the educational system never attend school. These children mainly belong to minority social groups, such as roma, gypsies and immigrants.

Areas with high rates of school dropout The common feature of the non-tourist and rural areas is sometimes a low family standard of living, which leads pupils to enter the job market at an early stage in order to contribute to the family income. On the other hand, in tourist areas the standard of living is higher, but the family pressure to join in the family tourist businesses could be the main reason why school dropout is increased in those areas.

Main causes and actual reasons for school dropout: Socio-economic situation and prolonged financial crisis intensify insecurity and uncertainty. Social inequality and the lack of genuine equality of opportunities lead to unequal chances of access to education. Failure of social inclusion and integration in the school microcosm. The place of residence plays a role in discontinuing education Long distances between school and place of residence may discourage pupils from continuing their schooling. Children living in rural areas or in small isolated islands are usually at a disadvantage compared with children living in urban centres.  

Family reasons for Early School Leaving in Greece Families with social and financial problems, low family income. Low educational background and low educational standards. Large families with many children. Lack of family support to finish school and intense family conflicts. Pressure from the family to combine work with schooling.

Profile of Greek pupils at greater risk of school dropout Negative self-image and low self-esteem, lack of self-confidence. General indifference, lack of interest in the lessons, lack of motivation. Weakness in the lessons, low marks, low performance and achievement. A lot of absences from the lessons, signs of frustration, alienation, aggressive behaviour. Failure to meet with the teachers’ and parents’ expectations.  

Failure to fit in at school may result in school abandonment Failure of the socialization process in the school microcosm. Difficulties of adjustment to the school community. Lack of a smooth integration in the educational process and the school environment. Gradual isolation and rejection from classmates. Bullying incidents. 

Results of Early School Leaving Students’ disappointment with the educational system. The division into “charismatic” and “non-charismatic” or “good” and “bad” pupils within the school environment becomes unavoidable. Prolonged marginalization, intense isolation and gradual rejection of pupils who abandon school without a leaving certificate. Deprivation of equal chances and professional development in the job market.  

Suggestions for future consideration The educational system structure, the students evaluation approach and the pedagogical methods used in dealing with students at risk play a decisive role in preventing school dropout. Effective decisions and active measures should be made at national level. Careful central planning is required in combination with individual initiatives of educators at local level.

Greece’s Early School Leaving (ESL)

Greece – ESL 2014-2016

ESL in Greece 2000 - 2016

High risk groups for ESL in Greece

The helpful measures and good practices that our school adopted during the programme are the following: Constant communication among students, parents and teachers. Set the foundations for a good professional future for young people. Implementation of cultural, environmental and health programmes at school, extra and inner curriculum activities.

Promotion of arts and new technologies in the educational process. Students’ participation in athletic events, as well as literary, art, music and theatrical performances created a pleasant and attractive atmosphere in our school. Regular communication and cooperation between school and students’ families and regular information regarding students’ progress and absences is of vital importance.

Smooth contact between school and a potential dropout student is maintained. Initiative was taken to introduce the institution of parent schools in the evenings: Parents had the chance to interact with specialists and get counselling. During the teachers association pedagogical meetings priority is given to organizing, implementing and monitoring specific practices in order to deal with learning and family problems of the students and establish cooperation with the parents.

Supporting teaching classes take place in our school to help students with low performance, learning difficulties   and special needs. Finally, our students' self-esteem increased as they realize that they are able to offer a lot in more creative fields and not only in the fields of study!!! Thank you!