EFA Oretana School is a professional education centre located near Toledo founded in 1989 for promoting technical training in rural areas. Adrian Santos presents the school, that is attended by a high number of students who have a previous history of school failure. In order to detect, prevent and intervene on dropout the school gives each student a personal tutor, includes families in many activities, offers regular training for teachers and involves young people in real enterprises.

In an interview with Bill Jerman from Hampton Hill Junior School, Ms Assal Ruse, from Waldegrade School in Richmond, explains that they have small problems with dropout and school attendance. The main actions for tackling the problem are employing the best teachers and motivating them, focusing on the relationship with students. Involving families is an important issue to ensure high rate attendance as well.

Bill Jerman, Executive Head Teacher at Carlisle Infant School and Hampton Hill Junior School Federation, explains how is crucial to work with families since the very beginning. He believes that, for a primary school, the early and sustained interventions are critical for the child’s future, and work with the family can be the key for a whole school approach.

Concetta Mascali, Headmistress of I.C. Regio Parco (Turin), speaks about her experience in tackling school dropout as a macro problem that needs to be reduced to its components to be faced. During the school's life, a lot of small strategies to contain this risk have been identified. In some cases, the alarm bells of the school disaffection are clear, but there are also some silent cases in which the person is retreated from any kind of activity and relationship, especially for what concerns girls.

Headmasters and teachers have been interviewed about their experience on dropout prevention and career guidance

Speakers: Ewout de Baat (Director of the primary school ‘De Troubadour’ in Rosmalen), Marjo van Ijzendoorn, Marian van ’t Root, Jeannette den Hartigh, Garry Zuidland, René van Gerven and Joost Klaver (Rodenborch-College), Marieke Baijens (CINOP), Theo van de Veerdonk (Municipality of ‘s-Hertogenbosch)

Agrupamento de Escolas José Saramago is integrated in a Priority Intervention Educational Territories Program (TEIP) since 2009. This is a national Portuguese project including schools in a problematic socio-cultural context, which aims to reduce school failure, early dropout and indiscipline.

In compulsory school years, there are still too many students at serious risk of school dropout. Each dropout student is a failure for the entire educational system. Paulo Moreira from Fundação Calouste Gulbenkian explains that in Agrupamento de Escolas de Atouguia da Baleia, where often dropout students are from Roman community, a think tank is in charge for dealing with behavioural problems and for implementing specific actions to prevent dropout.

João Pedro, Executive Headteacher at Forave Professional and Technological School do Vale do Ave (Lousado) explains what are the best strategies for helping students avoid dropout and succeed academically.

Maleni Muñoz Garrosa, Primary Director of Colegio Arenales Carablanchel (Madrid), talks about her school, which is a newly founded educational centre part of Arenales Foundation. Actually they don't have dropout cases, however, they work on prevention in a personal and academic level. Therefore they have implemented actions such as training for parents with specific sessions in dropping out, tutoring, personalized education and personal development.

Early school leaving has been representing a problem for almost 20 years for the Direction of the Educational Services of Turin Municipality. Today, it has become a priority due to the arrival of immigrants and the consequent important social needs. It is essential to intervene in an organic and harmonious way to support families, that are essential for the success of the educational process. Equally important is to network the local organizations, which are able to offer an appropriate and qualified support for schools. This happens through precautionary or recovery actions that, along with the intercultural mediation intervention, act as support for the educational process.  

Dropout prevention is active since the primary years at Arenales school in Madrid. The teacher Miguel Fernández talks about the measures adopted daily ‎for being in contact with the families all the time and for assuring an effective and safe learning environment.

Miguel Figueiredo and João Torres are the coordinators of the EduScratch Project at the School of Education - Instituto Politécnico de Setúbal. The project started in the academic year 2010/2011 in order to promote the use of a readily usable programming language in the educational environment; students can produce programs creating animations, stories or games, which are often linked to their curriculum, instead of using computers in a consumer attitude.

Paola Pellegrino is a local coordinator of Fuoriclasse - Save the Children, a project for preventing school leaving. According to Save the Children school dropout is a malfunction of the education and training system that inevitably recalls other issues, like the concepts of equal opportunities, social fabric and accessibility to the studies. It is, therefore, essential to work in a prevention perspective, involving families and encouraging the motivation to studying and learning.

The educator Paolo Angeletti from Il Campanile Onlus talks about the importance of the daily relationship with kids and the constant exchange with teachers and parents in school dropout prevention. The educator is perceived from the child as closer than teachers, therefore his point of view is a privileged one to identify risky behaviours and to report them to teachers and families, opening a constant, long-lasting dialogue with them.

The Forave Professional and Technological School do Vale do Ave, Lousado, has joint strategies to help students avoiding dropout. Paulo Moreira from Fundação Calouste Gulbenkian explains what are the best strategies for helping students succeed academically and to favour their inclusion.

The psychologist Sandra Rodrigues dos Santos tells about A Museum For the Future, an Art education project addressed to students with learning difficulties and significant emotional disorders. The project is based on specialized methodologies aimed at improving students’ personal and socio-emotional skills contributing to the educational success.

Sarah Jerman is an Associate Headteacher leading two Teaching Schools in Swindon, a large multicultural town in South West England. She talks about the role of Teaching Schools in training teachers, trainee teachers and other staff and how this training relates to school dropout.

Gaetano Salvemini School (Turin), located in an area that presents social, financial and cultural problems, is well aware of school dropout. Irregular attendance, strategic absences, delays, poor participation and passive attitude towards living the school are the first signals. It is then essential to help unmotivated students live the school in a more positive way.

PAX Academic Exchange has a clear philosophy of providing the student with an integral personal formation. CECE interviewed the Director Teresa Salvi. She explains that as preventing measures against early school leaving they have regular meetings with parents and students and involve families in a lot of school initiatives, such as day trips, cooperation activities with non-governmental organizations and charity projects.

Students from Waldegrave School (Twickenham) reply to questions as what makes an outstanding lesson and how should a teacher build a positive relationship with students. Eventually they give tips about their preferable way for managing lesson.