Individual, social, and family factors associated with high school dropout among low‐SES youth: Differential effects as a function of immigrant status

Abstract

These results provide insights on immigrant and non-immigrant inner cities' students experiences related to school dropout. The implications of these findings are discussed.

ISPAD Clinical Practice Consensus Guidelines 2018: Management and support of children and adolescents with type 1 diabetes in school

“…Economically disadvantaged children face a wide range of risks for suboptimal academic performance including food insecurity, lower parental educational levels, decreased family emphasis on school success, diminished self‐efficacy for school success, more frequent absences, more frequent changes of schools during the academic year, and reduced access to supplementary materials (paper, pens, pencils, etc.) and equipment (computers, internet access) . When a child with diabetes faces these socioeconomic obstacles, that child's likelihood of academic success will be quite low without timely, appropriate, and concerted interventions to prevent poor academic outcomes.…”

“…and equipment (computers, internet access). 79 When a child with diabetes faces these socioeconomic obstacles, that child's likelihood of academic success will be quite low without timely, appropriate, and concerted interventions to prevent poor academic outcomes. Health care providers, teachers, and school personnel who work with children who are disadvantaged socially and economically should be even more attuned to the academic needs and circumstances of these patients.…”

Vers une conception théorique multidimensionnelle du climat scolaire interculturel

“…Par ailleurs, si les perceptions du personnel scolaire par rapport à la diversité sont susceptibles d'être influencées négativement par leurs inquiétudes concernant divers enjeux et débats sociaux, l'effet de leurs perceptions sur les pratiques effectives qu'ils utilisent auprès des élèves varie plutôt selon l'éthique professionnelle, la discipline enseignée ou l'importance accordée à la relation pédagogique et au bagage des élèves (Castro, 2010 ;Delruelle et Torfs, 2005 ;Hohl et Normand, 2000). On peut donc penser que le fait de permettre aux acteurs scolaires de mieux connaître les jeunes et leurs familles et de démystifier certains préjugés à leur égard est susceptible de les aider à se sentir plus efficaces, à développer des liens de qualité avec leurs élèves et, ainsi, à favoriser l'engagement et la réussite éducative de ces derniers (Archambault, Janosz, Dupéré, Brault et Mc Andrew, 2017 ;Izzo, Weissberg, Kasprow et Fendrich, 1999 ;Lefebvre et Legault, 2006 ;Suarez-Orozco, Pimentel et Martin, 2009).…”

Lettura e dispersione

“…Rimane assolutamente aperta, e trattata ampiamente nelle altre parti del volume, la netta differenziazione lessicale, formale e sostanziale nella descrizione del fenomeno, relativamente agli abbandoni formalizzati e senza formalizzazione. Ovviamente, nuove forme di dispersione scolastica incombono: le percentuali relative agli abbandoni nel contesto degli immigrati di seconda generazione appaiono drammatiche e dovranno essere tema di ulteriore ricerca, con interventi mirati di grande urgenza (Azzolini e Barone, 2012;Archambault et al, 2017).…”