By implementing the project, we aimed to address the issue of early school leaving (ESL) through scientifically grounded objectives focused on student engagement and teacher empowerment. Our primary objective was to reduce ESL rates by fostering intrinsic motivation and self-efficacy in students, particularly those from disadvantaged backgrounds. Drawing on educational psychology, we sought to improve students' self-regulation, goal-setting, and cognitive skills—factors essential for resilience and academic success. We also aimed to equip teachers with coaching methodologies based on student-centered learning theories. The goal was to enhance their ability to build supportive relationships, identify early signs of disengagement, and apply differentiated teaching strategies. By promoting reflective practice, we intended to improve teachers' adaptability in addressing diverse student needs. Furthermore, we aimed to strengthen collaborative networks between schools, families, and communities to create a multi-tiered support system. This holistic approach was designed to support both academic and personal development, fostering a sustainable reduction in dropout rates while enhancing overall educational outcomes.
The project was applied in order to address the multifaceted issue of ESL, a challenge with deep psychological, social, and educational implications. ESL results from complex interactions between individual, family, school, and societal factors. Disengagement from education often stems from a lack of academic motivation, poor self-regulation, and feelings of alienation in the school environment, especially for students from disadvantaged backgrounds. The project introduces a school coaching approach, grounded in educational psychology and student-centered learning theories. It aims to develop intrinsic motivation by fostering self-awareness, goal-setting abilities, and resilience in students. This approach enhances self-efficacy, which is crucial for improving both academic performance and emotional well-being. Teachers are provided with tools to build stronger relationships with students, fostering a supportive, growth-oriented learning environment. By equipping teachers with skills in coaching and reflective practice, the project also enhances pedagogical adaptability. This approach promotes inclusive education, addressing the diverse needs of students, and actively involving families and communities to support students.