FOSTERING SCHOOL ENGAGEMENT IN CHILDREN FROM DISADVANTAGED COMMUNITIES
DOI:
https://doi.org/10.24193/subbpsyped.2021.2.02Keywords:
school dropout, school engagement, social and emotional competencies, disad-vantaged communitiesAbstract
In the last two decades, most of the Romanian mitigate programs aimed at reduc-ing school dropout, have often focused only on remedial activities. However, keeping students in school for as long as possible involves increasing their school engagement, and therefore developing dimensions that target social and emo-tional skills is strongly recommended. In the present study, 130 primary and sec-ondary school students from disadvantaged backgrounds, participated for 8 months in remedial and personal development activities, whose medium-term goal is to reduce school dropout. Using scales from the BASC and ASEBA psy-chological test batteries, we were able to capture significant effects of the inter-vention in reducing emotional problems and increasing students' adaptability to school-specific tasks, even though the pandemic imposed several restrictions on activities. The collected data revealed two important outcomes. First, they con-firmed the effectiveness of a complex, multilevel program, which can develop the socio-emotional abilities of children at risk of dropping out of school. Second, they help us to highlight several factors that can predict its effectiveness. We con-sider that these empirical data constitute a solid foundation based on which simi-lar future programs can be designed and implemented.References
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