Early leaving from education and training (ELET)

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Early leaving from education and training (ELET)

Last update: 13 November 2025

The system-level indicators on early leaving from education and training (ELET) explore actions taken across Europe to reduce ELET and to support more young people to obtain an upper secondary education qualification. The indicators highlight key policies aiming to ensure better educational outcomes and to reduce the share of early leavers from education and training to less than 9% by 2030, as defined by the agreed EU-level target.

The indicators present the existence of top-level policies and measures, i.e. regulations, recommendations and actions promoted by top-level authorities in 37 education systems. The focus is on school education, i.e. primary and general secondary education (ISCED 1, 24 and 34).

The indicators support the analysis in the Education and Training Monitor, which is the European Commission’s annual report on EU education and training systems.

Early leaving from education and training

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ELET paper

Early warning systems to prevent ELET

The importance of national data collection systems that gather a range of information about learners in school is widely recognised. Systematic data collections focusing specifically on risk factors associated with ELET are commonly referred to as early warning systems. Such systems monitor, amongst others, learners’ school attendance/truancy, problematic behaviour, low overall marks, grade repetition, social-emotional problems, or contact with social services. Other elements that may be captured by early warning systems include learners’ sense of well-being and belonging at school, and experiences of bullying or discrimination. Recognising early signs of disengagement can help schools provide a rapid response to these issues, in collaboration with the concerned learners, their parents and other relevant professionals.

This indicator presents the European education systems with top-level policies on early warning systems to prevent ELET. For systems with relevant initiatives, brief policy descriptions and links to further information are provided.

Individual education plans for learners at risk of ELET

Learners who are at risk of ELET often face complex and multi-faceted challenges related to personal, social, economic, or family-related factors. As a result, they may experience a process of progressive disengagement from education, usually set off by poor academic performance. In order to mitigate the risk of ELET, schools can develop individual education plans, i.e. personalised and comprehensive plans of action that outline the instruction, adaptations and support mechanisms to be provided in order to ensure learners’ progress and development. Individual education plans are traditionally developed for learners with special educational needs or disabilities. However, guaranteeing that such plans are developed for any learner who needs it can contribute to inclusive education that addresses everyone's needs.

This indicator presents the number of European education systems targeting different groups of learners in their top-level policies on individual education plans. For systems with relevant initiatives, brief policy descriptions and links to further information are provided.

Strengthening teacher competences to prevent ELET

Teachers play a central role in preventing ELET, and their ability to act effectively depends on the competences developed through initial teacher education (ITE) and continuing professional development (CPD). These competences include identifying risk factors such as absenteeism, learning difficulties, and social challenges, and applying inclusive and preventive approaches. A positive school climate is also crucial, requiring skills in conflict resolution, relationship building, and bullying prevention. Teachers must be prepared to support diverse learners, including those from disadvantaged backgrounds, and promote equity and inclusion. Awareness of students’ social and emotional development, as well as teachers’ own well-being, further contributes to engagement and achievement.

This indicator presents the number of European education systems that promote certain competences for addressing ELET through top-level competence frameworks for ITE and/or CPD programmes, which are provided or supported - financially or otherwise - by top-level education authorities. For systems with relevant initiatives, brief policy descriptions and links to further information are provided.

Addressing student absenteeism

Policies and measures to address absenteeism are essential for preventing ELET. They typically combine preventive, supportive, and corrective strategies to enable timely interventions and reduce student disengagement. Effective approaches often involve engaging families and communities, offering tailored support, and creating flexible learning environments. A positive school climate and clear policy enforcement also play a key role, alongside programmes that promote health and well-being. These measures aim to create inclusive and responsive school systems that keep students connected to learning.

This indicator explores the number of European education systems with some key top-level policies and measures for addressing student absenteeism. For systems with relevant initiatives, brief policy descriptions and links to further information are provided.

Monitoring and re-engaging non-enrolled youth

When young people leave education prematurely, targeted outreach and support are essential to help them reconnect with learning pathways. Policies and measures to monitor and reach out to non-enrolled youth aim to identify those who have dropped out, provide tailored support, and facilitate their reintegration into education and training. Effective strategies often combine individualised outreach, counselling, community engagement, and regular monitoring. These approaches are particularly important for vulnerable groups who may face multiple barriers to re-engagement. Creating accessible support structures and raising awareness are key to ensuring that no young person is left behind.

This indicator explores the number of European education systems promoting some key top-level policies and measures for monitoring and reaching out to non-enrolled youth. For systems with relevant initiatives, brief policy descriptions and links to further information are provided.

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1 Multidisciplinary support teams in and around schools

Reducing ELET requires a holistic approach to support provision when students show signs of learning difficulties or disengagement. A shift from multiple service providers to multidisciplinary support teams working in or with schools can ensure a coordinated response from professionals to address the complex needs of learners at risk of ELET. The work of multidisciplinary teams occurs in close collaboration with school management, teachers and parents. It involves contributions from various professionals, such as teachers specialised in dealing with language and learning difficulties; teachers specialised in special needs and inclusive education; psychologists, counsellors, medical professionals; education and career guidance specialists; social or youth workers; local community services; etc. Monitoring and evaluating learners’ access to multidisciplinary support teams can be an important element to ensure the support teams’ availability and services.

This indicator presents the European education systems where learners’ access to multidisciplinary support teams is monitored and evaluated by top-level authorities.

2 Education and career guidance in schools

The role of education and career guidance to prevent ELET is widely acknowledged. Helping learners understand their strengths and the different study options and employment prospects they have provides them with the information they need to make informed education and career choices. Having a career plan, in turn, increases the likelihood that learners remain in school and engage more positively in education. Education and career guidance should be offered throughout education and training. It may be taught as a compulsory part of the curriculum (either as a separate subject, integrated into other subjects, or as a cross-curricular topic); it should begin early (i.e. starting in primary education, and intensify at key transition points, e.g. from one education level or form to the next); and it should give learners the opportunity to explore potential future workplaces, thereby acting as a bridge to help young people see the links between education and the professional world.

This indicator - presented in the form of two maps, one for primary education (ISCED 1) and one for secondary education (ISCED 24 and 34) - shows European education systems’ top-level policies related to education and career guidance in schools. It highlights, in particular, where education and career guidance are promoted through a compulsory part of the curriculum, through guidance services that either operate within schools or in collaboration with schools, and/or through work placements or job shadowing.

Related publications

National strategies to tackle absenteeism and early leaving from education and training. A short paper based on Eurydice’s System-level indicators on early leaving from education and training 2024/2025

Structural indicators for monitoring education and training systems in Europe - 2023: Early leaving from education and training

Catalogue number: EC-01-25-139-EN-Q
ISBN 978-92-9416-021-8
ISSN 2599-8846
doi:10.2797/8536364

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Early leaving from education and training (ELET)

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