Course Features
Language: English
7 Days
11 Lessons
Study Level: Intermediate
Certificate of Completion

Programme summary

To prevent early school leaving schools need to develop a systemic approach that includes simultaneous activities on multiple levels: work with teachers and counselling service, work with parents and work with pupils. “Dropping out” is linked to the feeling of being powerless, of senselessness and extreme lack of motivation. The engine that helps to increase motivation and find the meaning is fuelled by relevant stimuli in a safe and significant relationship.

Part of the course is devoted to building relational competence, which is the glue of preventing early school leaving. The second part of the course we will devote to the participatory learning methods with the purpose of greater inclusion of students who are in the risk of leaving the school.

We will use various working methods to foster growth of course participants: Lecturing, working in pairs / groups, role play, discussion, expert consultations and examples from practice.


The seminar is designed to recognize and raise awareness of behaviourally challenging children. During the course of the seminar we will consider what is going on within them and how to handle and treat such emotionally vulnerable children. We will learn to realize what else is behind the “formal” or “psycho-medical” diagnosis of children with special needs and how to organize the work and responsibilities of the wider team that is dealing with the pupils. We will base our understanding and reflecting on the so called systemic approach in treatment of these children and adolescents.

Target groups

The seminar is designed for all the teachers and professional workers in schools who would like to learn different methods and approaches for better understanding, motivating, working with, treating and managing emotionally vulnerable children and adolescents.

Programme day-by-day


Introductory meeting, explanation of practical arrangements, presentation of timetable, information about course venue.


Relational competence is the glue of preventing early school leaving
Theory of Three Participants
Relational values
Straightforward and inverted imitation/cooperation
Existential needs


Relational competence
Relational competence – the ’craft’
The professional dialogue
Beginning the dialogue
The professional dialogue
How to establish the contact?
Dialogue progression
Attitudes and approaches
Team work


Phases of conversation and practising
visualisation, mindfulness, mentalisation, empathy, being and doing
Handbook of tools for preventing early school leaving
Study visit and half day excursion


Communicating effectively with parents
Facts about effective communication with parents
Common mistakes and hurdles in communicating with parents
Avoiding hurdles and mistakes we often make in our communication with parents
How to correct mistakes in future communication
Techniques of active listening and constructive feedback
Techniques of effective questioning
Supporting parents to set goals and prepare an action plan
Empowering parents to build independence and responsibility in their children


Participatory learning methods
A motivating way to host learning and create learning communities
Circle practice: The Circle, or council, is an ancient form of meeting that has gathered humans in respectful conversations for thousands of years
Appreciative inquiry: Appreciative Inquiry is a strategy for intentional change that identifies the best of ‘what is’ to pursue dreams and possibilities of ‘what could be.’ AI is a cooperative search for strengths, what is known, what is right
World Café: The World Café is a method for creating a collaborative learning conversation around questions that matter by innovating instruction in the classroom


Key learning points, action plan, conclusion, farewell

Download Europass template for this course


  • 10. 05. – 16. 05.
    (open for pre-registration; Ljubljana, Slovenia)
  • 02. 08. – 08. 08.
    (open for pre-registration; Ljubljana, Slovenia)
  • 22. 11. – 28. 11.
    (open for pre-registration; Ljubljana, Slovenia)

  • 07. 03. – 13. 03.
    (open for pre-registration; Ljubljana, Slovenia)
  • 06. 06. – 12. 06.
    (open for pre-registration; Ljubljana, Slovenia)
  • 03. 10. – 09. 10.
    (open for pre-registration; Ljubljana, Slovenia)

Pre-registration form for Preventing School Leaving

I would like to be informed about the dates of courses.

Useful information about Preventing Early School Leaving course

Which competencies will you acquire in the “Preventing early school leaving” course?

Preventing early school leaving course informs participants how to use systemic approach when dealing with problems of school drop-outs. Some of the acquired competencies in the course are:

  • Understanding various factors that lead to school drop-outs.
  • Getting familiar with systemic approach for preventing early school leaving.
  • Strategies for working with school-children that have poor self-esteem.
  • Strategies for working with unmotivated, emotionally vulnerable or behaviourally difficult school-children.
  • Early identification of the children who are at risk for drop-outs.
  • Empowering teachers & counsellors for dealing with drop-out problematic.
  • Establishing fruitful cooperation with parents of students who are facing drop-out of school.
  • Transfer of best practice: Experience with early school leaving prevention in Slovenian schools.

In what ways can you integrate competencies into work?

European Union has put early school leaving prevention high on the list of its priorities. The course doesn’t offer quick solutions. Instead it shows how to achieve sustainable results in the long term with holistic, systemic approach. You can apply newly acquired knowledge in the following areas:

  • Analysing factors that influence school leaving in participant’s organization.
  • Establishing team of experts in organization to deal with problematic of school leaving.
  • Designing strategy for early school leaving prevention on organizational, local or regional level.
  • Implementing new initiatives for working with children who have learning difficulties.
  • Implementing new initiatives for working with emotionally vulnerable or behaviourally difficult children.
  • Personal and professional development of teachers, trainers and counsellors who deal with early school leaving.
  • Meeting colleagues of different nationalities and building fruitful networks for further collaboration.

Meet the trainers

Ksenja Kos


Ksenja Kos, (bachelor of social pedagogy and sociology; psychotherapist) works as a provider of additional professional assistance to children/primary school pupils (aged 3 – 14). She is qualified instructor of the BASE (Building Authentic Self-Esteem) programme. After completing her studies at the University she dedicated herself to working with troubled, “difficult”, “unmanageable” or vulnerable children and adolescents and their families. She completed an international study of integrative transactional psychotherapy and then continued with an international relational developmental psychotherapy for children and adolescents. She has a lot of experience in training professionals in the field of education and other institutions that deal with young people. In her private practice she works with adults, adolescents and children and she also leads counselling-therapeutic parenting groups.

Petra Založnik


Petra Založnik, BSc in Teacher Education and Sociology of Culture, is educator, evaluator and designer of innovative approaches to learning and teaching in the field of education. She has been working with teachers and schools in the fields of foreign language teaching and learning, intercultural competences, team teaching, integrative curriculum, peer learning, etc. Lately she has been focusing on opening the space for Art of Hosting practices in the educational system – she has been promoting methodologies that enable us to develop collaboration skills and create an atmosphere and structure in which we learn both about a topic of interest as well as life itself. She believes in natural learning, the harmony of chaos and order, meaningful conversations and trusts that in real collaboration and partnership we can design powerful stories that lead us to an empowering present and even more nourishing future.


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