The crisis affects the students of Secondary Education (ESO). Teens with financial problems highlighted by material deprivation, lack of support, expectations of lower success and, ultimately, a worse academic results. A recent study confirms that "18.4% of secondary school students have severe economic hardship" and meet the above characteristics. Then it analyzes how the crisis affects these students, their desire to study in college and what it means in their academic and family life be at risk of social exclusion.
How the crisis affects students
18.4% of students of Secondary Education (ESO) has severe economic hardship and this determines their studies. So it is evidenced by the report "The future starts today" conducted by Foundation Adsis. Family income may determine academic success for several reasons.
First, the lack of economic resources affects the supply: 75% can not eat meat or fish at least three times a week. Poor nutrition has consequences for adolescents. It affects not only their school, but physical performance. Insufficient intake involves fatigue and reluctance at the time to study.
Second, economic hardship at home raise concerns in the family and, consequently, in adolescents, which is an impediment to concentrate on studies and lower their expectations, both for the future and the fact get good grades and pass the ESO.
Third, the lack of income leads to less access to support extracurricular activities and character, "with which its performance is significantly affected", but also to others who improve their education, like languages. 75% of students at risk of exclusion does not go to specialized centers to improve their education and only 19% have formal training.
On the other hand, students at risk of exclusion have less access to new technology, which means they are less familiar with digital culture and Internet dominate less (55%) than other people their age (78%) or social networks (56% versus 79%), which connect daily half (26%) than students who are not at risk of social exclusion (50%).
Teens want to study at university
After ESO, 72% of young people have clear what you want to do: 61% Bachelor degree course to enter the university, 18% want to study Vocational Training (FP), 8% learn a trade outside the FP and the remaining 3%, find a job. However, economic conditions and insufficient scholarship threatens the continuity of the studies of the students. Diploma students have gone from 364 639 in 2008-2009 (beginning of the crisis) to 212 288 in 2011-2012, while the degree have gone from 648653-439881, according to the Statistical Yearbook of Spain 2013
Among those who choose to go to college, only one in four is not clear in what career you are interested. Among those who know: the favorite race of the girls is Medicine and boys, Computer Engineering. Psychology, law, architecture or journalism are other options preferred by young people. Vocation prevails (37%) and aspire to study what they like and work in that profession. Above all, they want to have "a stable job that meets your needs and your family" (72.6%).
However, at school, it is essential the role of teachers, for whom 45% of adolescents at risk of social exclusion do not feel valued, while 40% do not feel recognized by the tutor, an important support for students at this stage, when they have to choose the academic path to follow. They feel they lack support to get their studies and this situation leads them to turn to believe less in themselves.
How the crisis affects students
18.4% of students of Secondary Education (ESO) has severe economic hardship and this determines their studies. So it is evidenced by the report "The future starts today" conducted by Foundation Adsis. Family income may determine academic success for several reasons.
First, the lack of economic resources affects the supply: 75% can not eat meat or fish at least three times a week. Poor nutrition has consequences for adolescents. It affects not only their school, but physical performance. Insufficient intake involves fatigue and reluctance at the time to study.
Second, economic hardship at home raise concerns in the family and, consequently, in adolescents, which is an impediment to concentrate on studies and lower their expectations, both for the future and the fact get good grades and pass the ESO.
Third, the lack of income leads to less access to support extracurricular activities and character, "with which its performance is significantly affected", but also to others who improve their education, like languages. 75% of students at risk of exclusion does not go to specialized centers to improve their education and only 19% have formal training.
On the other hand, students at risk of exclusion have less access to new technology, which means they are less familiar with digital culture and Internet dominate less (55%) than other people their age (78%) or social networks (56% versus 79%), which connect daily half (26%) than students who are not at risk of social exclusion (50%).
Teens want to study at university
After ESO, 72% of young people have clear what you want to do: 61% Bachelor degree course to enter the university, 18% want to study Vocational Training (FP), 8% learn a trade outside the FP and the remaining 3%, find a job. However, economic conditions and insufficient scholarship threatens the continuity of the studies of the students. Diploma students have gone from 364 639 in 2008-2009 (beginning of the crisis) to 212 288 in 2011-2012, while the degree have gone from 648653-439881, according to the Statistical Yearbook of Spain 2013
Among those who choose to go to college, only one in four is not clear in what career you are interested. Among those who know: the favorite race of the girls is Medicine and boys, Computer Engineering. Psychology, law, architecture or journalism are other options preferred by young people. Vocation prevails (37%) and aspire to study what they like and work in that profession. Above all, they want to have "a stable job that meets your needs and your family" (72.6%).
However, at school, it is essential the role of teachers, for whom 45% of adolescents at risk of social exclusion do not feel valued, while 40% do not feel recognized by the tutor, an important support for students at this stage, when they have to choose the academic path to follow. They feel they lack support to get their studies and this situation leads them to turn to believe less in themselves.
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