Intervention model

THE TWO PROGRAM COMPONENTS

  • Validating and upgrading participants’ academic and social skills
  • Having participants come to understand and modify their attitude toward school through reflection and awareness work – making their suspension time an overall success.

These two program components serve the same purpose, namely to improve a suspended student’s educational and social conditions in order to increase the chances of the student’s harmonious integration into school life and society. They also help prevent the risk factors associated with dropping out of school.

For the suspended student For the participating school For the community
  • Supervision by qualified youth workers
  • Catching up with their school work
  • Individual sessions and group workshops
  • Return-to-school accompaniment
  • An additional resource
  • Continuity in the educational process
  • Students gaining greater awareness
  • A serviced adapted to the needs of students and schools
  • Youth not left unsupervised
  • An approach that helps improve school and social integration
  • Community actors mobilized around young people
  • Youth referred to the resources in their community

 

OBJECTIVES

  • To enable suspended students to examine their attitude toward school and try to identify what validates and motivates them.
  • To help the students get through a crisis period, in a way that is constructive and beneficial for them.
  • For the students to acquire new knowledge, develop new competencies and develop personal and social skills through workshops adapted to their reality and applicable to the school context (stress management, conflict resolution, etc).
  • To help students develop greater self-esteem and personal autonomy.
  • For students to catch up and stay up to date on their school work.
  • To provide vocational training outings to some students.