The complexity and multi-faceted dimension of early leaving is widely acknowledged and requires an equally multi- dimensional approach to adequately address its diverse causes. The BE-IN project aimed to increase the capacity of the EU education system to face early school leaving by innovative and inclusive educational program and curriculum where learner is at the center of the teaching and learning experiences and teaching is addressed to the personal formative needs. The outputs achieved by the project focused on: - creation of an innovative EU training program and pedagogical resources for teacher to promote wellbeing and tackle in effective way early school leaving; - production of digital pedagogical resources and tools for inclusive and socioemotional education to support vulnerable students with cumulative disadvantage; - enrichment of the competences and talents of each students valuing cognitive and emotional skills to prevent exclusion and failure at school; - development of an EU community of practiones( teachers, educators, and experts from the field of the SCO) to exchange inclusive good practices to tackle early school leaving, to elaborate personal learning program for students in vulnerable situation
Social inequalities developing in the EU school environment is a central issue for our welfare system, present and future.Early school leaving is most often the result of a combination of personal, social, economic, educational and family-related factors, strongly intertwined and leading to cumulative disadvantage. In many cases early school leaving is the result of a process of progressive disengagement from education, linked to underachievement, whose roots may lie in early years. The average of Early school leaving is growing, with the risk of increase the number drop out and of more vulnerability and exclusion of disadvantages students and children. The schools play a key role to prevent and face the effects of early school leaving and the consequences for the youth future. Teachers need to manage the less of cognitive skills and socio emotional competences and the multicultural dimension of the school environment. The BE-IN project played a key role to renew the teaching and learning approaches for secondary school teachers to work in cross-disciplinary areas and to identify the better learning approaches to address personal formative needs of students, tackling educational disadvantage and preventing drop-out.