Addressing Underachievement and Early School Leaving in Europe: The Role of Institutional Factors
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| Title: | Addressing Underachievement and Early School Leaving in Europe: The Role of Institutional Factors |
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| Language: | English |
| Authors: | Alba García-Cid, Andrea Khalfaoui, Aitana Fernández-Villardón, Icy Fresno Anabo, Nerea Gutiérrez-Fernández, Maite Santiago-Garabieta, Dildora Sharipova, Lourdes Villardón-Gallego, Rocío García-Carrión |
| Source: | Educational Review. 2026 78(4):586-606. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Literature Reviews, Dropout Research, Foreign Countries, Educational Attainment, Academic Persistence, Educational Environment, Underachievement, Influences, School Role, Educational Practices |
| Geographic Terms: | Europe |
| DOI: | 10.1080/00131911.2025.2459902 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | This systematic review aims to analyse the existing evidence on the institutional factors that counteract underachievement and Early School Leaving (ESL) in Europe. Considering the role of context in generating optimal learning environments, a more nuanced understanding of how institutional aspects could be shaped to improve students' school outcomes is paramount. The Web of Science, SCOPUS, and PsycINFO databases were used to identify relevant papers following the PRISMA guidelines. A total of 7,049 entries were generated from the initial search and were subjected to a blind review process using the web application Rayyan, which resulted in 34 articles being included in the final review. Following a thematic analysis, it was found that adopting heterogeneous classrooms, promoting a climate of high expectations in schools, implementing critical pedagogies and an engaging, culturally sensitive curriculum, facilitating positive and dialogic interactions with adults and peers, providing tailored support and guidance services, and nurturing a culture of co-creation and equitable involvement of families and communities act as buffers against the risk of underachievement and early school leaving. These findings shed light on possible practical approaches for addressing these issues, including the implementation of Successful Educational Actions, providing targeted support for the most vulnerable, and promoting a whole-school approach to ensure that dialogues between educational communities and school staff are frequent and constructive. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504527 |
| Database: | ERIC |
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| Abstract: | This systematic review aims to analyse the existing evidence on the institutional factors that counteract underachievement and Early School Leaving (ESL) in Europe. Considering the role of context in generating optimal learning environments, a more nuanced understanding of how institutional aspects could be shaped to improve students' school outcomes is paramount. The Web of Science, SCOPUS, and PsycINFO databases were used to identify relevant papers following the PRISMA guidelines. A total of 7,049 entries were generated from the initial search and were subjected to a blind review process using the web application Rayyan, which resulted in 34 articles being included in the final review. Following a thematic analysis, it was found that adopting heterogeneous classrooms, promoting a climate of high expectations in schools, implementing critical pedagogies and an engaging, culturally sensitive curriculum, facilitating positive and dialogic interactions with adults and peers, providing tailored support and guidance services, and nurturing a culture of co-creation and equitable involvement of families and communities act as buffers against the risk of underachievement and early school leaving. These findings shed light on possible practical approaches for addressing these issues, including the implementation of Successful Educational Actions, providing targeted support for the most vulnerable, and promoting a whole-school approach to ensure that dialogues between educational communities and school staff are frequent and constructive. |
|---|---|
| ISSN: | 0013-1911 1465-3397 |
| DOI: | 10.1080/00131911.2025.2459902 |
