Topic and aims
The results of previous studies on school failure have shown that it is a complex phenomenon (cognitive, emotional, motivational, social, socio-cultural), and that individual and systemic treatment can only be effective and efficient if this complexity is considered.
One of the aims of the MTA–SZTE Research Group on the Prevention of School Failure (IKUKU) is to investigate the causes, development, manifestations and relationship with other phenomena (e.g. coping, burnout, academic performance) of school failure among primary school pupils (7–14-year-olds) in a four-year longitudinal study. In addition to investigating the nature of school failure as a major cause of early school leaving, the research team also aims to explore students’ strengths and resources at both individual and community level.
The information gathered from students and teachers will greatly assist in the design and implementation of a school development program to help reduce and eliminate school failure, as well as in the development of teacher training, including a methodological book for teachers.
The results of the research and development work of the research team can make a major contribution to the identification, management and prevention of student failure.
Research
In the first year of the research (2021–2022), we set up the theoretical and methodological background for the longitudinal research and the measurements. At this time, we started the longitudinal study with students in grades 1 and 5. We developed a questionnaire to explore teachers’ views on what and who they perceive as the causes of students’ school failure. The theoretical work and the results of the study with teachers were published in English and Hungarian.
In the second research year (2022–2023), we continued the study with students (who were then in grades 2 and 6). We adapted a measure of school burnout and a measure of coping with failure, which required a larger sample, and therefore added 100-100 students per age group (grades 4-4) to the existing sample. In addition, we combined our research with the work of two PhD students involved in IKUKU. The partial results of the second year of research were published in English and presented at a conference.
In the third year of the research (2023–2024), we continued the study with 3rd and 7th graders. A questionnaire was designed to identify the reasons for school failure among students and was completed by the students. We have summarized the main results of the research so far in an English study, an English book chapter and a conference abroad. In the summer of 2024, we started to develop an accredited teacher training program, in parallel with a school program for student development.
In the last year of the research (2024–2025), we will carry out the fourth measurement. Following accreditation, we will launch the teacher training and pilot the school improvement program in spring 2025. Based on the experience of the three months, we will modify the program if necessary, and the multi-grade improvement will take place in autumn 2025. The results of the four-year longitudinal study and the effectiveness of the programs will be reported in publications in Hungarian and English.