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Breaking the cycle: a phenomenological approach to broadening access to post-secondary education

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Abstract

Over the past decades, there has been a substantial increase in post-secondary education participation in most Organisation for Economic Co-operation and Development (OECD) and European Union countries. This increase, however, does not necessarily reflect a parallel equitable growth in post-secondary education, and early school leaving is still an issue of concern in particular regions and countries across the world. This paper presents a study on increasing participation in post-secondary education in Malta, the country with the one of the highest proportions of early school leaving in the European Union. The study was carried out in a region with one of the highest rates of early school leaving in the country, making use of a phenomenological approach as well as a resilient systems perspective to early school leaving. On the basis of students’ narratives, the study identifies a number of risk and protective factors in early school leaving and makes various suggestions on how to build more resilient systems to facilitate access to post-secondary education, particularly for students coming from low socio-economic, excluded backgrounds.

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Acknowledgments

This project was in part financed by the University of Malta.

Author information

Authors and Affiliations

  1. Centre for Resilience and Socio-Emotional Health Old Humanities Building, University of Malta, Msida, Malta

    Carmel Cefai

  2. Educational Disadvantage Centre, St. Patrick’s College, Dublin City University, Dublin, Ireland

    Paul Downes

  3. Department of Brain and Behavioral Sciences, University of Pavia, Piazza botta n.11, 27100, Pavia, Italy

    Valeria Cavioni

  4. St. Patrick’s College of Education, Drumcondra, Dublin 9, Ireland

    Paul Downes

Authors
  1. Carmel Cefai
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  2. Paul Downes
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  3. Valeria Cavioni
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Corresponding author

Correspondence to Carmel Cefai.

Additional information

Carmel Cefai. Centre for Resilience and Socio-Emotional Health Old Humanities Building, University of Malta, Msida Malta, Email: carmel.cefai@um.edu.mt

Current Themes of Research:

Educational, resilience, health and wellbeing in children and young people, mental health promotion in school, social and emotional learning, social, emotional and behaviour difficulties, inclusive education

Most relevant publications in the field of Psychology of Education:

Cefai, C. & Cavioni, V. (2014) Social and emotional education in primary school: integrating theory and research into practice. NY, USA: Springer Publications.

Cefai, C., Ferrario, E., Cavioni, V., Carter, A. & Grech, T. (2014) Circle time for social and emotional learning in primary school. Journal of Pastoral Care in Education, 32 (2), 116–130. DOI: 10.1080/02643944.2013.861506.

Cefai, C. & Camilleri, L. (2014) A Healthy start: promoting mental health and wellbeing in the early primary school years. Emotional and Behaviour Difficulties. DOI: 10.1080/13632752.2014.915493

Cefai, C. et al. (2014) A Resilience curriculum for early years and elementary schools in Europe: enhancing quality education. Croatian Journal of Education, 16 (2), 73–94.

Askell-Williams, H., & Cefai, C. (2014) Australian and Maltese teacher’ perspectives about their capabilities for mental health promotion in school settings. Teaching and Teacher Education, 40, 1–12.

Clark, M. & Cefai, C. (2014) School careers and delinquent involvement: a retrospective investigation into the schooling experiences of habitual offenders. Malta Review of Educational Research, 8 (1), 33–64.

Lam, S., Jimerson, S., Wong, B., Kikas, E., Shin, H., Veiga, F., Hatzichristou, C., Polychroni, F., Cefai, C. et al. (2014). Understanding and Measuring Student Engagement in School: The Results of an International Study from 12 Countries. School Psychology Quarterly, 29 (2), 213–232.

Cefai, C. (in press) Social and emotional education in Malta. In Funcacion Botin (ed) social and emotional education. an international analysis. Fundacion Botin Report 2015. Santander: Fundacion Botin.

Cefai, C. & Cavioni, V. (in press) Mental health promotion in school: an integrated, school-based, whole school approach. In B. Kirckaldy (ed) Promoting psychological wellbeing in children and families. London, New York and Sydney: Palgrave Macmillan.

Cefai, C., Antognazza, D., Boland, N., Cavioni, V., Clouder, C., Heys, B., Madrazo, C., & Solborg, C. (2014, in press) From Pisa to Santander. A statement on children’s growth and wellbeing. International Journal of Emotional Education, 6 (2).

Askell-Williams, H., Cefai, C. & Fabri, F. (2013) Maltese students’ perspectives about their experiences at school and their mental health. Australian Journal of Guidance and Counselling, Special Issue Psycho-Educational Assessment, 1–19.

Askell-Williams, H., Cefai, C., Skrzypiec, G.K., & Wyra, M.D. (2013) Educational community stakeholders’ perspectives about school teachers’ responsibilities and capabilities for mental health promotion in Maltese schools. Malta Review of Educational Research, 7 (1), 27–51.

Camilleri, L. & Cefai, C. (2013) Identifying the Factors that Influence Change in SEBD using logistic regression analysis. World Journal of Education, 3 (4), 96–104.

Cooper, P. & Cefai, C. (2013) Evidence based approaches to social, emotional and behaviour difficulties in schools. Korean Journal of Educational Policy, Special Issue The Responsibility of the School for Promoting Students’ Social-Emotional Character, and Moral Development and Preventing Bullying: Implications for Educational Policy, 81–101.

Cooper, P. & Cefai, C. (2013) Understanding and supporting students with social, emotional and behavioural difficulties: a practical guide for staff in schools. E-Monograph, Centre for Resilience and Socio-Emotional Health, University of Malta.

Cefai, C., Cooper, P. & Vella, R. (2012) A whole school approach to positive behaviour in a girls secondary school. International Journal of Inclusive Education, 17(7), 700–713.

Cefai, C. (2012). Building Resilience in Children with SEBD. In T. Cole, H. Daniels & J. Visser, (editors) The Routledge international companion to emotional and behavioural difficulties. Routledge: London.

Lam, S., Jimerson, S., Kikas, E., Cefai C. et al. (2012) Are Girls and boys equally engaged in school around the world? The Results of an International Study across 12 Countries. School Psychology International, 50, 77–94.

Cefai, C. & Cooper, P. (2011) Nurture groups in Maltese schools: promoting inclusive education. British Journal of Special Education, 38(2), 65–72.

Cefai, C., Camilleri, L., Cooper, P. & Said, L. (2011) The structure and use of the teacher and parent Maltese strengths and difficulties questionnaire. International Journal of Emotional Education, 3(1), 4–19.

Cefai, C. & Camilleri, L. (2011) Building resilience in school children. Risk and promotive factors amongst Maltese primary school children. Malta: Euro-Centre for Educational Resilience & Socio-Emotional Health, University of Malta.

Cefai, C. (2011) A framework for the promotion of social and emotional wellbeing in primary schools. In R. Shute et al. (editors) International perspectives on mental health and wellbeing in education. Australia: Shannon Research Press.

Camilleri, L., Cefai, C. & Cooper, P. (2011) Social, emotional and behavioural difficulties in Maltese schools: a multilevel model. Journal of Research in Educational Sciences, 11, 1(3), 3–15.

Cefai, C. & Cooper, P. (2010) Students without voices: the unheard accounts of students with social, emotional and behaviour difficulties. European Journal of Special Needs Education, 25 (2), 183–198.

Cefai, C. & Cooper, P. (2010). Nurture groups in primary school. The Maltese experience. VDM Verlag Dr Muller Publications.

Cefai, C. (2010) There are no losers, everybody wins. Promoting educational resilience in the classroom. In A. Matsopoulos (ed) From risk to resilience: applications for schools and the family. Athens: Papazisis Publishing.

Cefai, C. (2010) Minn tallab għal prinċep: Ħrafa jew possibilta’ ? In C. Borg (ed) Lorenzo Milani: Bejn il-bieraħ u llum. Malta: Horizons [From a Pauper to a Prince: Myth or Reality? In C Borg (editor) Lorenzo Milani: From yesterday to today. Malta: Horizons].

Cefai, C. (2010) The inclusive education of students with social, emotional and behaviour difficulies. In A. Azzopardi (ed) Making sense of inclusive education. VDM Verlag Dr Muller Publications.

Cefai, C. & Camilleri, L. (2009) Healthy Students healthy lives. The health of maltese university students. Malta: European Centre for Educational Resilience & Socio-Emotional Health, University of Malta.

Cefai, C. & Cooper, P. eds (2009) Promoting emotional education. Engaging children and young people with social, emotional and behaviour difficulties London: Jessica Kingsley Publishers.

Cefai, C., Cooper, P. & Camilleri, L. (2009) Social, emotional and behavioural difficulties in Maltese schools. International Journal of Emotional Education, 1 (1), 8–49.

Cooper, P. & Cefai, C. (2009) Contemporary values and social context: implications for the emotional well-being of children. Journal of Emotional and Behaviour Difficulties, 14(2), 91–100.

Cefai, C. & Cooper, P. (2009) Emotional Education: connecting with students’ thoughts and emotions. In C. Cefai & P. Cooper (Eds.), Promoting emotional education. engaging children and young people with social, emotional and behaviour difficulties London: Jessica Kingsley Publishers.

Cefai, C. (2008) Promoting resilience in the classroom. a guide to developing pupils’ emotional and cognitive skills. London: Jessica Kingsley Publishers.

Cefai, C., Cooper, P. & Camilleri, L. (2008) Engagement time: a national study of students of students with social, emotional and behavioural difficulties in Maltese schools. Malta: European Centre for Educational Resilience & Socio-Emotional Health, University of Malta.

Cefai, C. (2007) Resilience for all: a study of classrooms as protective contexts, Journal of Emotional and Behaviour Difficulties, 12(2), 119–134.

Cefai, C. (2007) Educational Resilience. Journal of Emotional and Behaviour Difficulties, 12(2):87–89.

Paul Downes. St. Patrick's College of Education, Drumcondra Dublin 9 Ireland, Email: paul.downes@dcu.ie

Current Themes of Research:

Social inclusion in education, early school leaving, lifelong learning, mental health, depth psychology, systems theory and existential-phenomenology.

Most relevant publications in the field of Psychology of Education:

Downes, P. (2012). The primordial dance: diametric and concentric spaces in the unconscious world. Oxford/Bern: Peter Lang.

Downes, P. (2013). Developing a framework and agenda for students’ voices in the school system across Europe: From diametric to concentric relational spaces for early school leaving prevention. European Journal of Education, 48(3) 346–362.

Ivers, J., & Downes, P. (2012). A phenomenological reinterpretation of Horner's fear of success in terms of social class. European Journal of Psychology of Education, 27(3), 369–388

Downes, P. (2011). The neglected shadow: Some European perspectives on emotional supports for early school leaving prevention. International Journal of Emotional Education, 3(2), 3–39.

Downes, P. (2011). Concentric and diametric structures in yin/yang and the mandala symbol: A new wave of Eastern frames for psychology. Psychology and Developing Societies, 23(1), pp. 121–153.

Downes, P. (2009). Cultural conformity within Vygotsky's paradigm for education: A critique from the perspective of early Heidegger. Kwartalnik Pedagogiczny [Journal of Education, Poland], 2(212), 97–114. Retrievable from http://www.kp.edu.pl/contents.php.

Downes, P. & Gilligan, A. L. (Eds.) (2007). Beyond educational disadvantage. Dublin: IPA.

Maunsell, C., & Downes, P. (2012). Rising to the challenge of realizing lifelong learning for one and all: The role of community adult education in widening participation for traditionally marginalized groups in Irish society and beyond. In E. Saar et al. (Eds.), Lifelong learning in Europe: national patterns and challenges. Edward Elgar.

Downes, P. (2009). Prevention of bullying at a systemic level in schools: Movement from cognitive and spatial narratives of diametric opposition to concentric relation. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 517–533). New York, NY: Routledge. Retrievable from http://www.routledge.com/books/details/9780805863932/

Downes, P. (2008). The international right to the highest attainable standard of physical and mental health: A key legal framework for human trafficking? In P. Downes, A. Zule-Lapimaa, L. Ivanchenko, & S. Blumberg (Eds.), Not one victim more: human trafficking in the Baltic States (pp. 278–289). Tallinn, Estonia: Living for Tomorrow.

Downes, P., Maunsell, C., & Ivers, J. (2007). The jolt between primary and post-primary. In P. Downes & A.L. Gilligan, (Eds.), Beyond educational disadvantage. Dublin: IPA.

Downes, P. (2007). Why SMART outcomes 'aint always so smart.... In P. Downes & A.L. Gilligan, (Eds.), Beyond educational disadvantage. Dublin: IPA.

Downes, T., & Downes, P. (2007). Pedagogy of the processed. In P. Downes & A.L. Gilligan, (Eds.), Beyond educational disadvantage. Dublin: IPA.

Downes, P., Maunsell, C,. McLoughlin, V., & Taljunaite, M. (2006). Lifelong learning in Ireland and Lithuania: Some examples of Irish policy and practice for Lithuania to consider? Filosofija. Sociologija [Philosophy. Sociology], 4, 29–36.

Downes, P. (2004). School promoted beauty contests in Poland and Estonia: A risk factor for anorexia and bulimia nervosa, and contrary to the UN Convention on the Elimination of all forms of discrimination against women. Kwartalnik Pedagogiczny [Journal of Education, Poland], 3(193), 125–143. Retrievable from http://www.kp.edu.pl/contents.php.

Downes, P. (2003). The new curriculum of Social, Personal and Health Education in Irish primary schools: Self-awareness, introversion and the role of the teacher. Kwartalnik Pedagogiczny [Journal of Education, Poland], 4(190). Retrievable from http://www.kp.edu.pl/contents.php.

Valeria Cavioni. Department of Brain and Behavioral Sciences, University of Pavia, Piazza botta n.11 27100 Pavia – Italy, Email: valeria.cavioni@unipv.it

Current Themes of Research:

Social and emotional aspects of learning, mental health in schools, early years development, behaviour management, and school readiness.

Most relevant publications in the field of Psychology of Education:

Cavioni V. & Clouder, C. (2014). Oltre la valutazione degli apprendimenti scolastici. Un’esperienza pilota per lo sviluppo della “scuola efficace”. Psicologia dell’Educazione, 127–136. Ed. Erickson: Trento ISSN: 1971–3711

Zanetti, M. A., Cavioni, V. (2014). SR-4-5 School Readiness. Nuova Edizione Prove per l'individuazione delle abilità di base nel passaggio dalla scuola dell'infanzia alla scuola primaria ed. Erickson: Trento

Cavioni, V. & Zanetti M.A. (2014, in press). Social Emotional Learning And The Transition From Kindergarten To Primary School In Italy. In H. Askell-Williams, & J. Orrell (eds) Transforming The Future Of Learning With Educational Research. IGI Global USA

Cefai C. & Cavioni V. (2014) Social and Emotional Education in Primary School. Integrating Theory and Research into Practice. Springer, USA.

Molina, P., Sala, N., Zappulla, C., Bonfigliuoli, C., Cavioni, V., Zanetti, M.A., Baiocco, R, Laghi, F, Pallini, S, De Stasio, S., Raccanello, D. & Cicchetti, D. (2014) The Emotion Regulation Checklist - Italian translation. Validation of parent and teacher versions. European Journal of Developmental Psychology, 1–11 (I:F 2012 = 0,885)

Cefai,C., Matsopoulos,A., Bartolo, P. Galea, K., Gavogiannaki, M. Zanetti, M.A., Renati, R., Cavioni V., Miljevic-Ridicki, R., Pavin Ivanec, T., Saric, M., Kimber, B. Eriksson, C., Simoes, C., Lebre, P. (2014). A Resilience Curriculum for Early Years and Elementary Schools in Europe: Enhancing Quality Education. Croatian Journal of Education, vol.16, pp. 11–32. ISSN: 1848–5650

Cefai, C. & Cavioni, V. (in press). Mental health promotion in school: an integrated, school-based, whole school approach. In B. Kirckaldy (ed.) Promoting psychological wellbeing in children and families. London, New York and Sydney: Palgrave Macmillan.

Cavioni, V. & Zanetti, M. A (2014). Pronti per la scuola? Il costrutto della prontezza scolastica. In Zanetti, M. A., Cavioni, V. SR-4-5 School Readiness. Nuova Edizione Prove per l'individuazione delle abilità di base nel passaggio dalla scuola dell'infanzia alla scuola primaria ed. Erickson: Trento

Cefai, C., Antognazza, D., Boland, N., Cavioni, V., Clouder, C., Heys, B., Madrazo, C., & Solborg, C. (2014, in press) From Pisa to Santander. A Statement on Children’s Grwoth and Wellbeing. International Journal of Emotional Education, 6 (2).

Zanetti, M. A & Cavioni, V.(2014). Presentazione della batteria SR 4–5. Nuova edizione. In Zanetti, M. A., Cavioni, V. SR-4-5 School Readiness. Nuova Edizione Prove per l'individuazione delle abilità di base nel passaggio dalla scuola dell'infanzia alla scuola primaria ed. Erickson: Trento

Zanetti, M. A, Cavioni, V, Villani G. (2014). Test SR 5. Scheda operativa per gli insegnanti per l’osservazione della prontezza scolastica. In Zanetti, M. A., Cavioni, V. SR-4-5 School Readiness. Nuova Edizione Prove per l'individuazione delle abilità di base nel passaggio dalla scuola dell'infanzia alla scuola primaria ed. Erickson: Trento

Cefai, C., Ferrario, E., Cavioni, V. Carter A., & Grech, T., (2013). Circle time for social and emotional learning in primary school. Pastoral Care in Education. DOI: 10.1080/02643944.2013.861506, ISSN 0264–3944

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Cefai, C., Downes, P. & Cavioni, V. Breaking the cycle: a phenomenological approach to broadening access to post-secondary education. Eur J Psychol Educ 31, 255–274 (2016). https://doi.org/10.1007/s10212-015-0265-6

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