The NEETs phenomenon in Italy is not a recent one, but it increased dramatically after the Global Financial Crisis. As in France many different factors influence it, but the prevailing two are the skills mismatch and the youth generations’ discouragement. Whereas in France the role of the school is crucial into tackling NEETs, in Italy the initiatives are mainly carried out by local authorities and small and medium enterprises. Therefore, more research is needed that sheds lights on teachers’ role in dealing with low educational achievers. This exploratory study investigates teachers’ perceptions and conceptualizations of low educational achievers in upper secondary schools, analysing their response to the issues connected to low attainment in terms of teaching strategies. From the study emerged strong communicative barriers between teachers and students that could lead teachers to stigmatize low achievers in their academic failure, ingenerating lack of self-esteem and disengagement in young people.
Low Educational Achievers, Upper Secondary School, NEETs, Teachers’ Perceptions
The authors are grateful to the teachers, educators and head teachers involved in the project.
Funding: This research was supported by the European Commission (Project Ref. No.: 543058-LLP-1-2013-1-IT-KA3-KA3MP). This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.
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Recommended APA Citation
Agrusti, G., & Corradi, F. (2015). Teachers’ Perceptions and Conceptualizations of Low Educational Achievers: A Self-Fulfilling Prophecy of Disengagement for Future NEETs. The Qualitative Report, 20(8), 1313-1328. Retrieved from https://nsuworks.nova.edu/tqr/vol20/iss8/11