Topic and aims
The results of previous studies on school failure have shown that it is a complex phenomenon (cognitive, emotional, motivational, social, socio-cultural), and that individual and systemic treatment can only be effective and efficient if this complexity is considered.
The MTA–SZTE Research Group for the Prevention of School Failure (IKUKU) was established in 2021 after winning the MTA Public Education Development Research Grant. The grant was awarded for four years (2021–2025), and in 2025, IKUKU was awarded the grant for another four years (2025–2029).
The aim of the 2021–2025 research period was to explore the causes, development, and manifestations of failure, as well as its relationship to other phenomena (e.g., coping, burnout, academic performance) among elementary school students (ages 7–14) through a longitudinal study. In addition to examining the nature of academic failure – considered one of the main causes of school dropout – we also set out to identify students’ strengths and resources at both the individual and social levels. The information gathered on these topics – from both students and teachers – greatly contributed to the development and implementation of a school improvement program designed to help reduce and eliminate school failure, as well as to the creation of a teacher training program, which included the development of a methodological guide for teachers.
During the 2025–2029 research period, we will examine all of this among 15- to 18-year-olds, again within the framework of a longitudinal study. Our goal is to explore school failure among high school students, the sources of these failures, and the relationship between the experience of failure and other areas of life, as well as to develop a school program and a teacher training program.
The results of the research and development work conducted by our research team can make a significant contribution to the identification, management, and prevention of academic failure among elementary and high school students.
Research
2021–2025
During the first research phase, we examined the experiences of school failure among 7- to 14-year-olds, the sources of these experiences, and their relationship to other areas as part of a longitudinal study (initiated in 1st and 5th grade). We also examined teachers’ views on student failure, which helped in the implementation of an accredited professional development program designed for them. The characteristics of the students that we identified were very helpful in developing the school improvement program.
We have reported our research findings in various publications; for further information, please contact: kasik@edpsy.u-szeged.hu.
2025–2029
Among high school students, we measure the same areas as we do for elementary school students, supplementing the correlation analysis with a few new areas and adapting new tools. We are also developing a development program for students and a professional development program for teachers.