Implementation of New Strategies of Teaching in Lessons to Mitigate Risks of Early School Leavers (ESL)

Aim. To present the development and evaluation of the teacher’s professional competence Programme Diversification of Educational Methods in Work with Young People at Risk of Early School Leaving, based on desk research of theoretical literature and programme approbation results. Methods. The research comprised three phases: Phase I: Theoretical desk research to establish principles for programme development, using primary and secondary data from literature and existing documents. Phase II: The selection of Teaching through Interactions framework and its use in the development of Programme. Phase III: Development of a morphological model, based on Zwicky’s framework, to ensure diverse teaching methods meet the needs of at-risk students. Phase IV: Evaluation of programme implementation through a survey with 14 Likert-scale questions assessing delivery, relevance, and utility. Results. The developed Programme focuses on three key areas: emotional support, classroom organisation, and learning support, enhancing teachers’ abilities to use diverse methods to motivate and engage at-risk students. A Morphological Model of the Lesson was developed as a flexible tool for educators. In 2023, 307 teachers from Latvian comprehensive schools and vocational-technical institutions participated in the programme. Participants highly appreciated the Programme’s content, teaching methods, and practical suitability of the handouts. Conclusions. The findings demonstrate that the Programme is grounded in robust theoretical principles, effectively addresses the need for method diversification, and is well-received by learners. It provides a comprehensive framework for reducing ESL risks by equipping teachers with the tools, strategies, and knowledge needed to create inclusive and supportive learning environments.