exposure of a child

Abandonment of child with intent to injure or kill

child neglect

trade in abandoned children

abandonment of child

dropout [ dropping out | early school leaver | early school leaving | educational dropout | school dropout | student dropout | university dropout | school leavers(UNBIS) ]

Abandonment of infant with intent to injure or kill

Exposure to weather conditions resulting from abandonment

1. Emphasises that the foundations for a child's future educational path and well-being are laid in the early years of childhood and can help to instil the idea of lifelong learning, and that early childhood is a time when receptiveness, language learning and the ability to form social contacts – attributes that will be essential in tomorrow's society – should be encouraged so as to facilitate the child's integration into both school and society from an early age, thus combating ESL; reiterates the call contained in its resolution on early years learning in the EU for the development of a European framework for early childhood education ...[+++] and care services from as early an age as possible, particularly through the development of free public crèche and day-care facilities;

18. Calls for a personalised and inclusive approach to education, beginning with early school education and care, which includes targeted support for individuals at risk of ESL where necessary, particularly for children and young people suffering from a disability;

26. Notes that all children have equal dignity from the point of view of learning and have the right to a basic education; stresses therefore that pupils’ personal situations, e.g. gender, family circumstances, minority or migrant background, a disability and their own learning difficulties (e.g. dyslexia, dysgraphia and dyscalculia) must be taken into account and that these pupils must be given targeted encouragement and educational assistance adapted to their specific needs from the outset, in order to avoid the reproduction of social exclusion and the risk of poverty by enhancing their chances for entering the labour market; stresses that children with no identity papers must be enabled to attend school; recognises that reforms in the ...[+++] fields of integration policy and education policy respectively cannot be considered as separate; proposes, against this background, desegregation policies to change the social make-up of ‘disadvantaged’ schools and supports forms of positive discrimination such as priority education zones and programmes providing targeted support for schools in disadvantaged areas; also points out that, as many studies show, educational establishments which have greater problems as regards coexistence and integration among pupils also have higher drop-out rates and therefore advocates the need for an inclusive school climate; notes, furthermore, that ineffective policies on work-life balance increase the instances of early school leaving and academic failure in general and that it is necessary to intensify efforts to improve work-life balance policies;

2. Notes that ESL is particularly pronounced among children from poor and disadvantaged backgrounds and children from migrant families and is frequently linked to poverty and social exclusion;