From Risk to Resilience: Pathways to Educational Success for Vulnerable Learners

• In Event: From Risk to Retention: Insights on Dropout Prevention and Digitalisation

Abstract

Objectives
This paper presents a comparative analysis of policy provisions across Europe aimed at meeting the EU's Early School Leaving (ESL) reduction target, drawing on the 10-country SCIREARLY research project supported by Horizon Europe. It addresses the core question: What drives educational success among vulnerable learners despite systemic disadvantage? Based on empirical and comparative case research, the paper focuses on two interrelated aspects:
Successful learning environments
Individual success stories
The analysis reviews policy interventions addressing the multifaceted causes of ESL, including cultural, socio-economic, systemic, gender-related, psycho-emotional, and cognitive factors.


Theoretical perspectives
A whole school approach provides the guiding framework, emphasising multi-agency collaboration, including social, youth, and outreach services. The 2011 European Commission recommendations on reducing ESL offer the primary policy lens.
The framework outlines three levels of intervention:
a) Prevention – Addressing root causes through early childhood education, relevant curricula, flexible learning pathways, and strong guidance.
b) Intervention – Supporting at-risk learners through personalised guidance and inclusive environments.
c) Compensation – Providing second-chance opportunities and alternative educational routes.
The paper explores how intervention programmes contribute to supportive learning environments and examines how individuals facing marginalisation successfully completed schooling, highlighting key actors and success factors.


Methods
Using Eurostat data from 2012–2021, countries were grouped into three ESL trend categories:
High Performers (e.g. Poland, Switzerland) – ESL consistently below 6%


High Improvers (e.g. Ireland, Spain) – ESL reduced by more than 6%


Low Performers – Persistently high ESL rates
This classification enables nuanced cross-country comparisons.
Two strands of case study research were conducted. The first focused on schools with low underachievement and high completion rates, using interviews with school leaders and inclusion staff, focus groups with parents, students, and teachers, document analysis, and school observations. The second examined the experiences of disadvantaged young people who completed schooling, through interviews with learners and key adults, and a focus group with educators, students, and researchers to validate findings and co-develop policy recommendations.


Data sources
Policy analysis drew on diverse sources including the OECD Library, European Commission reports, government and agency websites, and national/regional research institutions. Additional primary data came from direct engagement with schools and communities.
Results
Findings focus on two key areas. First, successful learning environments—schools with high completion rates despite serving high-need groups—shared inclusive pedagogy, strong leadership, and supportive climates. Second, individual success narratives showed how young people facing poverty, instability, or identity-based barriers completed school and transitioned to further study or work. Key enablers included mentoring relationships, institutional supports, and learner agency.


Scholarly/scientific significance
The study reveals both strengths and gaps in ESL policy. It provides evidence-based insights for policymakers by combining comparative policy analysis with grounded empirical research. The findings contribute a practical, theoretically informed roadmap for reducing ESL—an issue of growing importance across European and global education systems.

Authors

• Joe O'Hara, Dublin City University

• Martin Brown, Dublin City University

• Sarah Gardezi, Dublin City University

• Aideen Cassidy, Dublin City University

• Gerard P. McNamara, Dublin City University

• Andrea Larrañaga, Universidad de Deusto

• Rocio Garcia-Carrion, University of Deusto