Klub za pružanje edukativnih sadržaja deci i omladini sa smetnjama u razvoju - Bela Palanka
EDUCATION AS A SOCIAL INCLUSION FACTOR - RISKS OF EARLY LEAVING SCHOOL SYSTEM IN BELA PALANKA MUNICIPALITY
The subject of research is the dropout of students in primary and secondary school and early school leaving, which most often lead to social exclusion. The paper discusses the relevance of family situation to the above mentioned - parental education, family financial status, relationships among members, as well as the environment - school environment and classroom relationships. Also, the paper presents the difficulties (obstacles) that children from poor households face in the education system. General aim of this research is the analysis of factors leading to early elementary and secondary school dropouts. Specific goals of this research include: connection between family environment and school achievement; social-economic status of family; parent’s education level, parent’s employment, housing conditions; family structure - marital status of parents, number of children in the family, number of family members; parental behaviors towards children; family upbringing practice, encouragement and assistance to children in learning, monitoring of children’s activities and insight into children's behavior in leisure time, implementation of behavior measures, parents' attitudes towards education, cooperation with school, involvement of parents in school activities and homework; relationship among family members through family climate; risk factors for not continuing education; examine whether schools are sufficiently inclusive and creating climate of acceptance among students; and consequently leading to leave school, especially for those who, from the other reasons (e.g. poverty), are already at risk of not continuing their education. Poverty, i.e. social and economic deprivation, is the major cause of dropping out of school, and that’s why it is important to point out how this affects leaving the education. Socially and economically deprived children growing up in poor environment, have been experienced reduced ability for stimulate intellectually (e.g. lower possibility for books and computers usage). Also, poverty often distracts children from school, as been engaged in the work process early; correlation of social-economic factors and school achievements; place of residence (village-town), family living standard, the presence of cultural institutions in the environment.