Dropout from school appears to be a huge mess. It is sometimes perceived as a fatality. We resign ourselves to this idea that children are not "made for school". Others see it as a guarantee of quality: an exam or a course in which everyone succeeds is suspect. But the public authorities are becoming aware of the cost of these dropouts, which have a serious impact on access to employment. The financial burden is the most visible. It often accompanies a human cost, linked to the loss of self-image, self-confidence and trust in others.
Education stakeholders are making the fight against dropping out a priority. In France, a report has been written under the direction of Anne Armand, Inspector General of National Education. For its part, the European Social Fund is financing innovative prevention experiments.
Whatever the pedagogical and educational responses, they take into account the student and his or her history, project, and social and family environment.
The student, his or her history and journey
a long process, and triggering events
There are as many dropout stories as there are people involved. Dropping out is a long process, which is fueled by external factors (social situation, geographical distance, human environment) and internal factors.
However, young people's stories often mention triggering events. Anne Armand insists on the fact that school itself produces dropout. Thus, orientation is often conjugated in the passive voice: "I was oriented". It is experienced as a choice made by others that one is subjected to. She also cites cognitive dropout, classroom climate, and bullying situations.
When school contributes to dropout
The inspector gives some examples that can erode student attendance:
- Instruction is centered around programs. You have to complete the curriculum, or even be ahead of the curriculum. Teachers are caught up in a race that they finish almost single-handedly, and sometimes proudly when they have begun to address the next year's concepts. This tension to gain or make up time does not allow the teaching team to stop when a student loses his or her footing. However, there is no question of making teachers feel guilty.
- She also insists on the importance of grades and the way they are communicated. Whether papers are handed in by grade or alphabetical order or even randomly, comments and grades are often given orally, in front of the whole group. Anne Armand observes that in some countries, the evaluation is done face to face, in the teacher's office. The student then chooses the way in which he wishes to communicate his result to the group, he makes it his story.
- Anne Armand also mentions exclusion from the class. It is often the emergency solution when the behavior of a student prevents the functioning of an entire group. She invites us to give meaning to forced isolation. The student excluded from the class is still a student, and it is the responsibility of the school to ensure that he or she can learn while not being with the others... She suggests research work, preparation of presentations, which may be appropriate in certain disciplines.
Energie Jeunes, opening up the school to fight against dropping out
Independent structures, oriented towards the business world offer actions to reinvigorate students. Among them, Énergie Jeunes relies on many successful volunteers are sometimes stimulating, they can drift into sterile paternalism if no one is careful!"
To ensure that these interventions are as useful as possible and avoid the pitfalls mentioned above, the association communicates about its methodology. It trains its speakers,
formalizes its methodology, multiplies
partnerships and regularly studies
the impact of its actions.
A collective response
Anne Armand emphasizes the need for a collective response. The fight against dropping out is not the sole responsibility of a school counselor, or the struggle of a sympathetic and isolated teacher. All actors in the educational environment must contribute and act coherently.
She gives the example of meeting with parents, who are often called in when the situation is serious. These are then "two sufferings that meet too late," and who pass the blame on each other for the lack of responsiveness and communication.
Daniel Pennac testified about his past as a schoolboy in his book "
School Sorrow." He expresses the fact that dropping out is both
related to fear, fear of the student, the parents, the teachers, and also to the feeling of loneliness that affects each of these actors. "Kids carry their families in their backpacks," he tells us of a girl who sobbingly expressed that she was twelve and a half and hadn't done anything yet...
He suggests organizing joint projects where everyone comes together, and where everyone is involved.
A site on school retention : resources, and many experiences
The school retention portal provides numerous testimonials and resources on concrete actions around the fight against dropping out.
For example, consider the Relay and Socialization of Learning scheme. The project aims at re-socialization, self-confidence, self-image and teacher image, learning to cooperate, communication with families. It also works on re-schooling through remediation and consolidation of the basics, and finally, it accompanies the project and orientation.
The approach relies on a commitment from parents, local authorities, the judicial protection of youth, etc.
Many other experiences can inspire institutions. Among them, let's stop at Tommy and his mini-mechanics from the Marie-Noël high school in Joigny, Burgundy.
The starting point is a selection of 8 teenagers of about 14-15 years old, to whom they offer a week-long "bike repair" workshop. The project mobilizes several teachers and an outside actor, a bicycle specialist. During one week, they will learn a whole series of techniques and methods, related to repair and maintenance, but also video, communication and teamwork. This week allows the young people to develop another vision of themselves, another relationship with the teachers and a feeling of competence. The teachers also rediscover them in this new context.
A regret nevertheless expressed by the only girl among the eight : the low mix of the group.
Taking into account individuals, their experiences, their perceptions, working with the environment, educational teams and parents, defining a project... These ingredients are found in each of the proposed projects. They require time, will, investment and support. Sites such as perscol in Burgundy help to promote initiatives by groups of teachers or schools.
Illustrations: Frédéric Duriez
Resources
Anne Armand and Philippe Lgermet (coordination): Agir contre le décrochage scolaire, alliance éducative et stratégie éducative repensées. june 2013 - Ministère de l'éducation nationale - France
https://www.education.gouv.fr/cid74730/agir-contre-le-decrochage-scolaire-alliance-educative-et-approche-pedagogique-repensee.html
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