Conference Agenda

This proposal presents research that is part of the PRIN (Projects of Significant National Interest) project entitled "Educational poverty, cultural disadvantage, and social inclusion inside and outside school. Teacher professional development and research-training in the post-Covid era" (2024-2026), focused on preventing school dropout and combating educational poverty and academic failure in disadvantaged urban areas involving teachers (Agrusti, Vannini, & Asquini, 2024).

The research, which involved the use of different research tools (both quantitative and qualitative), was conducted in five Italian urban contexts. This contribution focuses on the case of Milan, where the study involved a Grade 7 class at a lower secondary school in San Siro (a highly problematic district with a high concentration of disadvantaged people with migrant backgrounds). The class consisted of 14 students, all with migrant backgrounds, characterised by pervasive socio-emotional and behavioural difficulties (SEBD - Social, Emotional and Behavioural Difficulties: Zweers et al., 2021), significant linguistic vulnerability in Italian as a second language (L2), fragile self-regulation skills, high instructional and relational complexity, and low academic achievement.

This study adopts a conception of teaching practice as a situated, interactive, and multidimensional professional activity (Altet, 2017). Teaching is understood not as the application of predefined techniques, but as a continuous and recursive process of situated decision-making shaped by school ecology, institutional constraints, and interactional dynamics. According to the ecological approach and the socio-constructivist framework (Bronfenbrenner, 2005; Vygotsky, 1978), the classroom is a complex microsystem which should be conceived as a dynamic process of constructing learning conditions, taking into account individual, relational, and contextual variables.

If learning is a socially mediated process that takes place within shared practices and through cultural mediators, an equitable classroom is one that intentionally adapts its teaching practices to compensate for structural inequalities and different starting conditions, recognizing that formally equal treatment can produce profoundly unfair outcomes (OECD, 2018). An equitable classroom should create accessible learning environments in which all students can participate meaningfully in the process of knowledge construction, receiving differentiated forms of support (scaffolding) that are sensitive to their cognitive, linguistic, and cultural needs (Hammond & Gibbons, 2005).

Within this framework, the aim here is to reflect on the conditions and relational dynamics that promote equity within the classroom, focusing on how youth who are at risk of dropping out of school respond to certain variables related to the context and educational and teaching methods. To this end, the results of the observations conducted in the classroom by the researchers will be presented.

The observation system adopted a naturalistic approach (Lincoln & Guba, 1985) and was based on narrative and descriptive notes organized around descriptors and analytical focuses. The guiding questions for these observations were inspired by Altet’s multidimensional model of teaching practices aligned with the OPERA framework (Altet, Paré Kaboré, & Sall, 2015) and by the ICF - International Classification of Functioning, Disability and Health (WHO, 2001). In line with international literature (Bell et al., 2014; Cohen & Goldhaber, 2016), the system is designed to balance analytical structure with ecological validity, across three interrelated domains in particular: (1) Relational and socio-emotional domain, focusing on classroom climate, teacher-student relationships, peer interactions, and responses to disruptive or avoidant behaviours; (2) Pedagogical-organizational domain, addressing instructional formats, classroom management, task structure, time, and student engagement; (3) Didactic-epistemic domain, examining language demands, cognitive processes, and access to knowledge.

Early school leaving is of concern across nations. In Europe as well as in the other OECD countries, upper secondary education is regarded as the minimal level of necessary educational attainment. Still many young people leave school. Although the situation has been improving, in 2024, on average 9.3% of those aged 18-24 in the EU left education with only lower secondary education or less (Eurostat, n.d.).

In modern knowledge-based societies, with mass education and increasing reliance on highly skilled labour, early school leavers face more disadvantage than ever before. Findings indicate that early leavers are at risk of being exposed to negative economic and psychosocial consequences, such as poorer prospects in the labour market, unemployment, less participation in further education and civic life (e.g. European Commission, 2018; Nilsen & Holm Reiso, 2014; Nordic Social Statistical Committee, 2011; Rumberger, 2011). Given the well-documented negative consequences of early school leaving, it is a social justice issue to develop evidence based preventive strategies and thereby promoting educational equality.

Students who drop out of school form a large and diverse group and leave for a variety of reasons. Early school leaving is a complex process of interactions between the characteristics of the student and the social context in the family, the school and the community, a process which often starts at an early age (Blöndal & Adalbjarnardottir, 2014; Entwisle et al., 2005; Rumberger, 2011). Although it has been established that early school leavers form a heterogenic group (Blöndal & Hafþórsson, 2018; Etzion & Romi, 2015), research is still wanting in addressing the diversity of the group as foundation for enhanced and targeted preventive measures (Blöndal & Adalbjarnardottir, 2012; Gal, 2022; Fortin et al., 2006; Janosz et al., 2000)

The aim of our research is to address this wanting building on extensive quantitative longitudinal study: First, by identifying different subgroups of adolescents at risk of dropping out of upper secondary school. The typology is based on significant factors during adolescence (age 15, end of compulsory school) that predict early school leaving. These are behavioural, emotional and cognitive engagement - the three main dimensions of student engagement (Fredricks et al., 2004) - academic self-concept and sense of purpose, as well as academic achievement which is the single strongest predictor of school dropout (Blöndal & Adalbjarnardottir, 2014; Rumberger, 2011). Second, by employing a longitudinal approach to assess how the identified subgroups react differently to known important risk and protective factors for dropping out. The focus is on family and school factors as well as students’ future prospects, both at age 15 and age 19. The objective is to enhance comprehensive understanding of this internationally recognized problem and thereby promoting more effective preventive and interventive strategies that address the different needs and strengths of students at risk of leaving school early.

Abstract (600 words)

The SOS-Attendance Observatory is a reference center established under the co-financed Erasmus+ project [REF. 2022-1-ES01-KA220-SCH-000088733], involving Spain (project coordinator), Portugal, Italy, and Turkey, aimed at analysing, investigating, and promoting practices to combat school absenteeism and early school leaving. The Observatory serves as a scientific hub for the systematic collection, analysis, and dissemination of data on school attendance, providing methodological and analytical support for research, policy formulation, and the sharing of good practices. Its primary objective is to examine recent advances in research on school attendance, identify the underlying causes and consequences of absenteeism, and guide the development of evidence-based interventions and educational policies that prevent early school leaving. School absenteeism is a multifaceted and complex phenomenon, encompassing late arrivals, partial absences, single-day absences, and prolonged non-attendance over weeks or months. Empirical research has consistently shown that absenteeism can have short- and medium-term consequences on academic performance, school retention, social integration, future employment opportunities, and mental health outcomes (Brandibas, et al., 2004; Kearney & Bates, 2005; Kearney, 2008; Thambirajah et al., 2008). Moreover, recurrent absenteeism may create a self-perpetuating cycle, which is often difficult to reverse if early warning signs are not detected and addressed (Reid, 2005). These findings underscore the critical importance of early identification and timely intervention, which can mitigate the potential social, academic, and psychological consequences associated with prolonged absenteeism (Kearney, 2001; Lyon & Cotler, 2007). Research distinguishes between legitimate and illegitimate reasons for school absence. Approximately 80% of absences are considered legitimate or authorised, typically related to illness or family circumstances (Kearney, 2008; Kearney & Silverman, 1999; Thambirajah et al., 2008; Havik et al., 2015). Among legitimate reasons, subjective or psychosomatic complaints are frequently reported, including headaches, dizziness, muscular pain, and gastrointestinal symptoms, which tend to increase during adolescence (Perquin et al., 2000; Roth-Isigkeit et al., 2004; Simonsson et al., 2008). In contrast, illegitimate absences, often associated with school refusal, arise when students experience anxiety, social discomfort, or difficulties remaining at school for the entire day (Kearney, 2008; Kearney & Albano, 2004; Kearney & Silverman, 1999). Criteria for identifying problematic absenteeism include missing more than 25% of school time over two weeks, experiencing serious difficulties attending school for at least two weeks, or accumulating more than 10 days (or 15%) of absences during a 15-week period in the school year (Kearney, 2008; Kearney & Silverman, 1999). Within the broader Erasmus+ project, six validated assessment scales from international authors were administered via a student questionnaire to 1,831 students in Portuguese schools to investigate the factors influencing absenteeism. These instruments included the Havik et al. ARNS scale (Assessing Reasons for School Non-Attendance, 2015), which evaluates absenteeism across multiple dimensions, including somatic symptoms, subjective health complaints, truancy, and school refusal. Other scales measured perceived competence, school refusal, teamwork, sense of belonging, and overall school functioning. The main findings indicate that absenteeism was largely occasional and predominantly associated with health-related factors, while other emotional, social, and contextual factors played a smaller role. Although the overall level of absenteeism was low, a notable minority of students still experienced extended or recurrent absences, highlighting the importance of paying attention to at-risk groups. Overall, the study emphasises the relevance of understanding both health-related and psychosocial contributors to school absenteeism, providing essential guidance for early identification of students at risk and the development of preventive interventions. These results underscore the need for coordinated strategies involving students, families, and schools, while promoting the dissemination of effective practices to reduce absenteeism and enhance educational inclusion.