The ENGAGE project (Project Number: 2024-1-IT02-KA220-SCH-000249540) has been co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).
Elena (13 years old, eight grade) displayed numerous signs of disengagement, including a progressive decline in academic performance, verbal and physical aggression toward classmates, and eventual cessation of school attendance.
In the first semester of the eighth grade, she showed some promise by reacting favorably to the teacher's encouragement to engage in extracurricular activities.
Her withdrawal was exacerbated by her home environment, which was characterized by abuse and neglect. A significant turning point occurred when Elena entered a relationship with a 30-year-old man from her village and moved to Italy, abandoning her education.
Initially, Elena was shy and reluctant to engage in group or after-school activities. She started to show some improvement with constant support from her teachers, but these improvements were fleeting because of growing personal difficulties.
Her home life's instability affected her ability to concentrate and stay motivated. Elena was raised in a home with a single parent and severe financial difficulties. Her mother, unemployed and dealing with substance abuse, subjected Elena to physical and verbal abuse. In addition, Elena looked after her three younger siblings, frequently taking charge when her mother wasn't around. She survived on meager child allowances and social assistance despite these obligations.
Elena's experiences with abuse, neglect, and too many responsibilities had a significant effect on who she was.
Behavioral Observations: School teachers frequently studied Elena's recurring patterns of aggression, observing her decreasing enthusiasm for participating in class discussions and team projects. Despite attempts to inspire her involvement, she consistently showed signs of withdrawal, defensiveness, and resistance to social or academic interactions, thereby amplifying concerns about her emotional stability and detachment from the educational environment.
Attendance Records: Absences were recorded by school, as early indicators of disengagement.
Teacher Testimonies: Educators provided insights into her behavioral patterns.
Academic Records: Documentation of her declining grades and participation highlighted her progressive school disengagement.
Student
Elena's abusive home environment caused her to struggle with emotional instability and low self-esteem. Her decision to drop out of school and relocate to Italy reflects her need for stability and emotional support.
Also, Elena struggled with forming meaningful relationships and displayed verbal and physical aggression toward classmates.
Teachers
Although they saw her growing disengagement and behavioral problems, teachers acknowledged her potential.
Statement: “Elena stood out for her disinterest in school. I saw her difficult home situation and her struggle to balance school and the care for her brothers.”
Counselors
Elena's resistance to open communication and the absence of parental involvement made it difficult for counselors to address her emotional and behavioral issues.
Parents
Elena’s mother displayed neglectful and abusive behavior, contributing significantly to Elena’s disengagement. Her absence during critical moments of Elena’s development left a void in emotional and academic support. Elena’s challenging home environment impacted on her sense of security and belonging.