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Lookup NU author(s): Dr Karen Laing, Lucy TipladyORCiD, Professor Liz Todd OBEORCiD
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
© The Author(s) 2026Every year, thousands of young people in Europe leave education prematurely, with significant individual, social and economic consequences. Despite recent improvements in overall rates of early school leaving in Europe, substantial disparities remain within and across countries, with children living in poverty, those with migrant backgrounds, and those from Roma or Traveller communities facing additional barriers to education. Following a multiple case study methodology this paper identifies learning environments that successfully reduce underachievement and early school leaving, and analyses the common elements that underpin their effectiveness. Observations, semi-structured interviews, and focus groups were conducted in 20 settings across 11 European countries involving around 800 participants, including students aged 6–15 years, school staff, families, and community stakeholders. The analysis reveals six key dimensions: engaging and inclusive classroom practices; positive staff-student relationships; positive peer relationships; supportive leadership; availability of guidance and counselling, especially for students at risk of marginalisation; and a holistic approach prioritising community involvement. These findings are discussed in relation to social capital theory and broader perspectives on educational inequality and institutional conditions, with implications for educators, policymakers, and school leaders seeking to address underachievement and promote equitable learning environments.
Author(s): Garcia-Carrion R, Khalfaoui A, Anabo IF, Laing K, Tiplady LSE, Todd L
Publication type: Article
Publication status: Published
Journal: European Educational Research Journal
Year: 2026
Pages: epub ahead of print
Online publication date: 28/05/2026
Acceptance date: 02/04/2018
Date deposited: 09/04/2026
ISSN (print): 1474-9041
ISSN (electronic): 1474-9041
Publisher: Sage Publications Inc.
URL: https://doi.org/10.1177/14749041261453110
DOI: 10.1177/14749041261453110
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