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ERIC Number: EJ1198066
Record Type: Journal
Publication Date: 2018-Nov
Pages: 9
Abstractor: As Provided
ISSN: EISSN-2073-7629
Downes, P. (2011) The Neglected Shadow: European Perspectives on Emotional Supports for Early School Leaving Prevention. "International Journal of Emotional Education," 3 (2), 3-36. Postscript
Downes, Paul
International Journal of Emotional Education, v10 n2 p122-130 Nov 2018
In Europe, if not internationally, the past decade in early school leaving prevention research and policy can be characterised as involving an emotional-relational turn. Some key features of this accelerated emotional-relational focus previously documented include the need to address authoritarian teaching and teacher conflict resolution skills, to prevent students being alienated from school. It also involves stronger integration of health and education policy and research, including emotional counselling supports and multidisciplinary teams in and around schools. This emotional relational turn is argued here to include four further pillars as part of an inclusive systems approach: children's voices, integrated bullying and early school leaving prevention supports, positive school climate, together with social and emotional education.
Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Europe