In this Morbihan high school, dropping out of school has no place

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The school dropout is today a scourge in many establishments. So much so that measures have been put in place to enable teaching teams to act in order to counter this necessarily harmful development.

The priority of priorities

At the Anne-de-Bretagne high school in Locminé, dropping out of school has become the priority priorities. For 2 years now. Since the establishment, its management and its teaching staff decided to collectively commit to one of these measures: the Pathway of Excellence and Academic Perseverance (PEPS).

“Our audience has changed. The young people we welcome today are not the same as yesterday. Our approach as teachers must therefore also change.”

This teacher knows the subject well having studied it during her master's degree, notably establishing an evaluation grid.

“There are two clearly identified problems that lead to dropping out of school: learning difficulties (like dys) and behavioral problems. For us, teachers, we must put our finger on it from the start and then act and implement targeted learning adapted to the student's problem.”

Anticipate and prevent to avoid this famous school dropout. “And even if this also requires questioning and sometimes more in-depth investment for the teaching staff with a more individualized workwe get a real benefit afterwards. »

“School must have meaning for the students”

Héléna Lozes, who is accompanied in her approach by her colleague Marie Gombaud, referent of the system at the high school and by the director of the establishment Stéphanie Besson, is convinced of one thing:

“The young people welcomed today need to be active in their learning. We also and above all need for school and what they learn there to have meaning for them.”

Concretely, 35 hours per week are allocated to the PEPS system which also relies on European funding. “It is the head teacher who, in a way, triggers the mechanism. Once he spotted a student in difficulty. We then go through a individual and confidential interview. And the young person agrees or not to benefit from the system,” continues Héléna Lozes.

From now on, at the Anne-de-Bretagne high school in Locminé, there is no more hours of duty! “Hours during which the students are alone with themselves. We offer them 3 hours of personalized support“. The two teachers, Héléna and Marie, even go so far as to accompany the young person to class during a lesson, a bit like school life assistance (AVS). “Very often, it is “just” a motivation problem. So by being at their side, we are there to push them a little.”

No more duty hours

“Today, we have to finish with lectures. We have 30-35 students in front of us and all are different . We must now take the student in his entirety and in his particularities. You also have to take it on the plane emotional. We know very well that many of them today are facing delicate family situations(example: single-parent families) which sometimes do not allow them to approach school in the best possible mood. »

Collective workshops

School phobialack of self-confidence, pressure for results each individual is weakened in one area or another. See several quite often. “As part of this system, we also provide collective workshops in which certain students all face the same difficulty, such as, for example, fear of expressing oneself orally. And we try to give them the keys to erase their apprehensions.”

Many other actions are carried out as part of the PEPS system at the Anne-de-Bretagne high school. “Like the possibility of participating in creating a mini-businessin order to confront young people with their responsibilities during a practical and concrete exercise.”

Like allowing a young person who wants to discover the world of work to immediately do an internship in a company.

“We have broken absenteeism”

Héléna Lozes is now campaigning for this system to be known, particularly within families. At the open days of her establishment, dropping out of school is the first area she addresses with parents.

“In the space of two years, we have broken down absenteeism within our establishment. We have students who are happy to be there, active in their teaching. »

We even saw a beautiful progress in obtaining the patent. When we invest and the result is there, it encourages us to continue on this path. »

The young teacher, aged 30, is convinced that it is by moving the lines that the world of education will be able to erase its imperfections.

At the Anne-de-Bretagne high school, we no longer talk about experimentation but about a “revolution” which could well change the school of tomorrow.

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