The European Politics Blog

Students often spend very long hours disenfranchised from a traditional education system and these habits start very young in the United Kingdom. Certain behavioral attitudes, such as acting loud, too defiant, submitting an incomplete piece of coursework, and harboring a chaotic environment in school point towards a young student who is increasingly finding it tough to cope with school life. Learning does not seem like a very enjoyable idea to these students and the percentage, according to research, now stands close to half of the population of the United Kingdom that is scheduled to appear for their GCSEs. Disengagement from school is often perceived as a student not performing well enough in school and exhibiting school behavior not really upto the mark but the school that a child is enrolled in, greatly impacts their own educational achievements and influences their decision to drop out or not.

When a child engages in a good range of social activities in school, there is a greater chance of learning attainment. Similarly, when a young student can emotionally attach themselves with their teachers (or the school itself), there is that added expectation that they will perform much better. As a result, it is important to ensure that the academic environment for each and every student is paid as much close attention, as their academic grades and social skills, gained from perhaps those which students can engage during lunchtime, PE (or PT) or localized campaign and community service efforts spearheaded by their school.

Normally, when a child does not achieve the mandatory 5 A-C’s in their GCSEs (or O levels) they automatically get classified as disengaged students in school, who should perhaps pursue a more vocational education than study in a traditional learning environment, like his or her fellow classmates. If students have completely disconnected from school then perhaps a tuition-oriented learning would reap wider educational benefits. The point is that, without an education, there is greater likelihood that a student will get marginalized over opportunities later on in their life, be it for employment or whilst exhibiting a talent that has not been put to great use.

One other major contributor to disengagement is the family that a child belongs to: when these young children qualify for free meals at school, when they are from an ethnic minority diaspora, if they are from families that don’t always have a regular flow of dependable income, or if they come from a deprived household, the chances of them being disenfranchised from school is greater. Although means such as the Pupil Premium aims to support targeted young children living through relative poverty, the scheme is simply not wide enough to fence in different kinds of pupils and address all of the many gaps in their personal interests over getting a school education. Counseling often helps with any major issues in education that needs to be addressed for a child, and that includes special education needs that are not being met, if a child requires them. Meanwhile, young boys, it is worth noting, associate schoolwork as being anti-macho and not a task for boys and this perception needs to change because being talented in academia is not a weakness – it is an asset that demands a lot of hours worth of enriching learning and practice.

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