Inclusive education and early school leaving in Bulgaria, Italy, Malta, Romania and Turkey comparative study

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dc.authoridSakmar, Elcin/0000-0001-7379-8787
dc.authoridAlkan Ustun, Ceren/0000-0003-3175-4166
dc.contributor.authorBademci, H. Ozden
dc.contributor.authorSakmar-Balkan, Elcin
dc.contributor.authorKaradayi, E. Figen
dc.contributor.authorCefai, Carmel
dc.contributor.authorAlkan, Ceren
dc.contributor.authorWarfa, Nasir
dc.date.accessioned2025-02-24T17:18:32Z
dc.date.available2025-02-24T17:18:32Z
dc.date.issued2020
dc.departmentNuh Naci Yazgan
dc.description.abstractEarly School Leaving (ESL) is a complex phenomenon caused by multidimensional factors spanning personal, social and economic problems. We carried out two online surveys with 796 teachers and 900 students from Bulgaria, Italy, Malta, Romania and Turkey completed standard electronic surveys. The teachers' survey consisted of secondary school teachers from Bulgaria (N = 147), Italy (N = 105), Malta (N = 71), Romania (n = 261), and Turkey (N = 212). For the second survey, 250 secondary school students from Bulgaria, 109 from Italy, 67 from Malta and 401 students from Turkey took part in the study. From the teachers' findings, cultural factors, school related factors, family issues, economic reasons, peer pressures and individual life accounts were all indicated as the causes of early school leaving in all 5 partner countries We crossed-examined the data from the teachers with those of their students. From the student survey, coming from families with difficult life experiences, having family responsibilities, having difficult relationships with other students and having little interest in the learning process were linked with early school leaving. The paper brings attention to the need to revisit educational and social policies in response to the significant number of children in Europe leaving school early with low level educational attainment.
dc.description.sponsorshipEC under Erasmus+ program [564547-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD]
dc.description.sponsorshipThe international project Empathic and supportive teachers -key to quality and efficiency in education is implemented with the funding support of the EC under Erasmus+ program, ref. No: 564547-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD
dc.identifier.doi10.1080/02643944.2020.1725907
dc.identifier.endpage186
dc.identifier.issn0264-3944
dc.identifier.issn1468-0122
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85079394113
dc.identifier.scopusqualityQ2
dc.identifier.startpage174
dc.identifier.urihttps://doi.org/10.1080/02643944.2020.1725907
dc.identifier.urihttps://hdl.handle.net/20.500.14440/738
dc.identifier.volume38
dc.identifier.wosWOS:000515262100001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofPastoral Care in Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250201
dc.subjectEarly School Leaving
dc.subjectDiversity in Education
dc.subjectEducational Neglect
dc.subjectInclusivity in Education
dc.subjectSocio-emotional Wellbeing
dc.titleInclusive education and early school leaving in Bulgaria, Italy, Malta, Romania and Turkey comparative study
dc.typeArticle

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