- Association with peers
- Community resources
- Educational and career aspirations
- Feelings of depression
- Management practices
- Motivation and engagement
- Neighbourhood of residence
- Nutrition and physical activity
- Pedagogical and educational practices
- School climate
- School performance in reading, writing and mathematics
- Self-control and social and behavioural conduct
- Student/teacher relationship
- Support for students having difficulty
- The determinants of school perseverance
- Tobacco, alcohol and drugs
- Value placed on education and parental involvement
- Work/school balance
Though self-esteem is not considered either a positive or negative factor in school performance, acting to boost self-esteem will strengthen other factors of success, which will subsequently help youth develop a sense of capability in difficult situations and have confidence in their abilities. It is therefore advantageous to take self-esteem into account, especially with respect to school work, when taking action to improve young people’s school performance and school perseverance.
Courses of effective action
- Guide parents in fostering the development of their children’s self-esteem.
- Implement activities outside the school that promote student success at school.
Source: Réunir Réussir
School perseverance at a glance
of Montreal students obtain a diploma.
A 13.7% improvement since 2009.
of Montreal youth drop out before graduating.
A 8.7% improvement since 2009.
of Québec dropouts are in Montreal.
This represents 1,870 Montreal youth who left school without graduating in 2015.
of Montreal kindergarten students are vulnerable in at least one developmental domain.
This is higher than the Québec average of 27.7%.
of Québec elementary students living in the most underprivileged conditions are in Montreal.
An average of 25,245 Montreal families with a child under the age of 18 live in a highly underprivileged area.
(Target for the Montreal region, students aged 20 and under)