Identifying Risk Factors Using the OPERA Method

As part of the project's local workshops, we utilize the OPERA method as a key tool for generating a list of risk factors related to early school leaving. This participatory method allows us to effectively collect insights from practitioners and transform them into specific research questions, which will later serve in the creation of questionnaires and interviews.

OPERA is a structured process that combines individual thinking with group work, built upon five pillars:

• O (Observe): Careful observation of the situation and data collection.
• P (Propose): Suggesting hypotheses based on experience.
• E (Experiment): Testing ideas through group sharing.
• R (Reflect): Analyzing results and learning from them.
• A (Adjust): Adjusting the approach based on findings.

The 7 Steps of the OPERA Workshop

1. Introduction - Introduction of the participants and the workshop's goal. The facilitator asks the key question: "What are the causes of early school leaving at your school?"

2. Individual Suggestions - Individual silent work. Each participant writes down their own list of factors and answers on a piece of paper.

3. Pair Proposals. Working in pairs, participants discuss their lists and select the 4 most important points. They write these in large letters on separate A4 sheets and post them on the board.

4. Justification. Each pair has one minute to explain their suggestions to the rest of the group. Duplicate cards on the board are merged.

5. Ranking (Voting). Prioritizing the factors. Each pair assigns 4 points (+) to the most important suggestions on the board (a maximum of one point for their own proposal, the others for other groups' proposals).

6. Synthesis. The facilitator groups the cards according to the number of points and themes. The group collectively assigns descriptive titles to each column of factors.

7. Formulation of Questions. Working in small groups, participants propose specific questions for children, parents, or teachers for each factor. These will later be used in questionnaires to verify the risks.

The result is a list of priority risk factors and a set of verification questions that will serve as a foundation for the local researcher's further fieldwork.

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This text was produced as part of the Hubs4Teens project, funded by the UniCredit Foundation through the Edu-Fund platform.

School Failure as Systemic Vulnerability: Findings from the Initial Diagnostic Phase

In the HUBS4TEENS project, we implemented the first phase of self-diagnosis across three Slovak schools, aimed at identifying risk factors for school failure. The goal was not to identify "problematic students," but rather to understand the conditions and processes that increase the likelihood of young people gradually disengaging from school.

Lower secondary school teachers, school leadership, and specialist staff (school psychologists, educational counselors, and others) participated in the workshops. They utilized a participatory methodology, which allowed for the naming of risks derived from everyday pedagogical experience rather than just administrative indicators.

From Individual Failure to Systemic Dynamics

One of the most significant findings is a shift in how school failure is understood. Schools no longer view it as an isolated event (such as a formal dropout) but as a process in which various vulnerabilities gradually accumulate.

Across the participating schools, risk factors were grouped into four interconnected areas:

1. Loss of Meaning and Perspective

Low intrinsic motivation does not appear as a primary cause, but often as a consequence of repeated failure and the absence of a clear vision for the future. When a student sees no link between school and their own life trajectory, their engagement naturally declines.

2. Family and Social Conditions

Schools highlighted the importance of the home environment—stability, parental support, study conditions, and linguistic background. In contexts with increased social disadvantage or migration, these factors accumulate and amplify one another.

3. Organizational Demands and Adaptation Challenges

The transition to lower secondary education brings higher demands for independence, planning, and self-regulated learning. Poor study habits or irregular attendance often appear more as signs of adaptive overload than as issues of discipline.

4. Emotional Well-being and Sense of Belonging

Low self-esteem, fear of failure, feelings of rejection, or a weakened relationship with the school emerged as central factors. School failure is closely linked to whether a student feels safe, respected, and accepted within the school environment.

Contextual Specifics

While the core areas were similar, individual schools also identified specific layers of vulnerability:

• Language barriers and adaptation stress among students from Ukrainian backgrounds.
• The accumulation of social disadvantage in regions with a higher proportion of marginalized communities.
• Excessive use of digital technologies as a factor in distraction and fragmented attention.

These factors alone may not lead to dropout; the risk increases when they combine and persist over time without support.

Formal Numbers vs. Real Vulnerability

Official statistics on early school leaving in Slovakia remain relatively low. However, the diagnosis highlighted a broader circle of students who formally remain within the system, but whose engagement, performance, or relationship with the school is gradually weakening.

The distinction between formal "dropout" and functional vulnerability is key. It underscores the need for a preventive approach that acts on early signals before they become irreversible.

Next Step: The Voice of the Students

The first phase provided the perspective of pedagogical and specialist staff. In the next stage, students themselves will be involved through interviews and focus groups. The aim is to confront the professional perspective with their lived experience and create support tools that respond to the real needs of young people.

In this sense, self-diagnosis is not a tool for control, but a tool for the school to learn about its own vulnerabilities—and the possibilities of preventing them.

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This text was produced as part of the Hubs4Teens project, funded by the UniCredit Foundation through the Edu-Fund platform.

The Hubs4Teens Project: A Path to Successful School Completion

In the HUBS4TEENS project, we believe that if we truly want to help young people grow and believe in themselves, we must first accurately understand the barriers holding them back. Early School Leaving (ESL) is not just a dry statistic about students who fail to enroll in the next school year. It is a complex life process that often begins long before a student actually walks out of the school gates for the last time. This is precisely why it is crucial for our project to have these professional definitions clearly established—they serve as the foundation upon which we build all our practical activities.

A professional perspective tells us that we must distinguish between formal and functional failure. While the law is concerned with whether a child has completed compulsory education, at Hubs4Teens, we are primarily interested in whether a young person leaves school prepared for life. If a student receives a certificate but lacks the skills, self-confidence, or motivation to succeed in adulthood, we speak of functional failure. Our project fills this gap by connecting school with non-formal education. In our "Hubs," students do not just learn facts; they develop social, emotional, and financial competencies that are critical in the modern world.

A key insight we build upon is the division of influences into so-called "push-out" and "pull-out" factors. Sometimes, a school unconsciously pushes a student out—for example, through overly strict rules, low teacher expectations, or a hostile classroom atmosphere. On the other hand, there are external factors that pull a student away from education, such as a difficult family situation or the need for immediate income. Because we conduct in-depth self-assessments of schools and communities in the first phase of the project, we can precisely identify these invisible forces in specific locations, such as Spišský Hrhov. Local action teams can then plan "tailor-made" activities that directly weaken these risks.

Furthermore, a unified language and precise definitions are essential prerequisites for our international cooperation. As the project brings together experts from six countries, we need common ground to stand on. The resulting practical toolkit we are creating within HUBS4TEENS is not just a random list of games or clubs. It is a comprehensive system of proven interventions based on scientific knowledge and years of experience working with disadvantaged communities. Clearly defining the problems allows us to identify warning signs in students much earlier, offering them encouragement and space to develop their talents instead of punishment. Only if we understand why young people lose interest in school can we, together with families and the community, create an environment where they will want to stay and fully develop their potential.

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This text was produced as part of the Hubs4Teens project, funded by the UniCredit Foundation through the Edu-Fund platform.

Partner Meeting in Zagreb: Inspiration, Collaboration and Festive Spirit

Erasmus+ Project: Soft Skills for High Quality Education
Published: December 2025

From December 3–5, 2025, project partners of Soft Skills for High Quality Education came together in Zagreb, Croatia for our latest transnational meeting. Hosted by our partner Korak po Korak, the gathering combined focused project work with warm exchanges and first-hand inspiration from local kindergartens.

What did we focus on?

📌 The three-day agenda included:

• sharing feedback from pilot trainings in each country,
• discussing upcoming dissemination and iPLC activities,
• collaborative planning on the final stages of the Toolbox,
• and visits to two Croatian kindergartens participating in the project.

Visits to Croatian kindergartens

The kindergartens warmly welcomed us with open doors and open hearts. We were deeply inspired by their child-centered practices, team dynamics, and dedication to creating inclusive and nurturing environments.

"We left Zagreb with new ideas, deep respect for our Croatian colleagues, and a strong sense of shared purpose."
— Participant from Estonia

What’s Next

As the project enters its final stretch, we look forward to:

• completing national trainings,
• finalising the Toolbox and supporting materials,
• preparing video case studies,
• and continuing peer learning through the international Professional Learning Community.

Thank you

A heartfelt thank you to Korak po Korak for hosting us with such care and attention—and for showing us how soft leadership can flourish in practice.

TOY4Participation Local Training

In December, the Local Training was provided for the Play Hubs, which will be involved in TOY4Participation Toolkit piloting in Slovakia. For this purpose, the Play Hubs in Spišská Nová Ves and Spišský Hrhov were selected.

The participants of the Local Training had the opportunity to increase their knowledge, competences and skills in promoting participatory practice in general, with particular focus on children up to 10 and their families, especially from vulnerable groups. The participants also learned how the TOY4Participation Toolkit is organised and how to use its parts. The training also focused on building the capacity of participants to support others (different stakeholders relevant for child participation) in a variety of different change-oriented learning events so that they can successfully promote child participation within their domain of influence.

Upon completion of this training the Play Hub staff with the mentoring support of Škola dokorán – Wide Open School is fully prepared to implement the TOY4Participation methodology and to pilot the TOY4Participation Toolkit (this phase will start in January 2026).

Press release: New international project will empower vulnerable students and support their active participation in school and community life

BRATISLAVA, November 24, 2025

The non-profit organization Škola dokorán – Wide Open School n.o. , in cooperation with UniCredit Foundation and international partners, is launching the Hubs4Teens project (Empowering Vulnerable Children through Community Learning Centers), aimed at supporting vulnerable students aged 11-15 who need greater motivation and opportunities to develop their skills both in and outside of school.

The three-year project, funded by UniCredit Foundation through the EduFund Platform with a total investment of €940,000, is developed in cooperation with partners from Croatia, Hungary, Italy, the Netherlands and Slovakia.

The initiative aims to create an inclusive learning environment that connects formal and informal education, schools, families, and communities. The project strengthens children's social, emotional, and financial skills and helps them build resilience and self-confidence. At the same time, it creates an approach that can be applied in other schools and communities.

Silvia Cappellini, General Manager at UniCredit Foundation, said: “Hubs4Teens is a project that embodies the spirit of UniCredit Foundation: working side by side with schools, families and local communities to ensure that every young person has access to meaningful learning opportunities. It is a powerful example of how innovative, community-based education can transform the lives of vulnerable adolescents. Through the EduFund Platform, we are proud to support this initiative that strengthen students’ social, emotional and financial skills, helping them build confidence and resilience.”

Connecting schools and communities as the key to motivating children

The Hubs4Teens project builds on the successful model of Play Hubs community game rooms, which have been helping young children and families learn through playing since 2017. The new project extends this approach to older students and develops it into Hubs4Teens – spaces where learning, creativity, and community collaboration come together.

The innovation of the project lies in connecting schools and community centers in the spirit of the OECD's vision of "Schools as Learning Hubs" – schools as open educational centers for entire communities.

"This project offers an important solution that combines proven school practices with vibrant Hubs4Teens community centers. This comprehensively addresses not only the immediate but also the systemic causes of school dropout, giving vulnerable children a chance at lifelong success," said Miroslav Sklenka, director of the Wide Open School n.o. organization.

Three steps to meaningful learning

The project will be implemented in three phases:

1. Self-assessment of schools and communities – schools identify their needs using a proven diagnostic tool.
   
2. Joint planning – local action teams composed of teachers, representatives of informal centers, and community actors will be formed to prepare an activity plan tailored to local needs.
   
3. Implementation of modules – regular activities, tutoring, creative workshops, experiential learning, and child-led activities will take place in Hubs4Teens schools and centers.

One of the schools where the project will be implemented in Slovakia is the elementary school and kindergarten in Spišský Hrhov. The school's principal, Peter Strážik, adds: "Every day at our school, we encounter challenges that prevent vulnerable students from reaching their full potential. Thanks to Hubs4Teens, we can better understand what motivates students and focus on activities that support their education. We believe that our school will become an even safer and more inspiring center for the entire community."

Strong international partnership

The project, funded by UniCredit Foundation through the Edu-Fund platform , is being implemented by an international consortium of organizations from six countries:

• Lead partner: Škola dokorán – Wide Open School n.o., Slovakia.
• Implementation partners: Partners Hungary, Hungary; Educational Research Institute, Slovenia; Open Academy Step by Step, Croatia; APS Cubo Libro, Italy.
• External partner: ICDI/International Child Development Initiative, Netherlands.

Media Contact:

Erika Szabóová

Project Manager

eri.szaboova@gmail.com / 0907 405 956

Together for Quality Early Childhood Education: Partner Meeting and Study Visit in Spiš

Erasmus+ Project: Soft Skills for High Quality Education
Published: June 2025

📍 Levoča, May 2025 – A Meeting of Experts and Inspiration from Practice

At the end of May, we hosted the third project meeting of our international team working on the Soft Skills for High Quality Education. The meeting brought together partners from Slovakia, Slovenia, Croatia, and Estonia—and offered not only strategic discussions but also powerful learning moments from early education practice.

👶 Visiting Three Kindergartens: Where Soft Leadership Comes to Life

As part of the study visit, participants had the opportunity to visit three kindergartens that our organization has been working with long-term:

• Kindergarten Tehelná in Spišská Nová Ves
• Kindergarten in Spišský Hrhov
• Kindergarten Zelená in Smižany

Educators from these schools shared how they lead Teacher Support Learning Groups (TSLGs) and implement elements of soft leadership—such as active listening, reflective communication, and creating a psychologically safe space for peer learning.

“It was enriching to see how our Slovak colleagues work in their kindergartens. We really enjoyed it. You can tell that change is possible when you work with trust and openness.”
— Kindergarten teacher from Estonia

🧰 Toolbox in the Final Phase of Development

Alongside the school visits, an intensive project team meeting took place. The main focus was finalizing the content of the project’s key output: Toolbox —a practical set of tools for TSLG leaders, including:

• Facilitation techniques
• Reflective questions for group discussions
• Videos of real-life group situations
• Suggestions for building trust within teams

The Toolbox will be available in multiple languages and will serve as a major outcome of the project.

🌍 What’s Next

In the coming months, the project will focus on:

• Collecting feedback from educators participating in the pilot trainings
• Preparing final dissemination events
• Continuing the work of the international Professional Learning Community (iPLC)
• Publishing video stories showing soft skills in action in kindergartens

📸 View photos from the meeting

We thank all the kindergartens that welcomed us and our partners for the inspiring collaboration!
Together, we are creating a space where pedagogical leaders learn to listen, reflect, and grow.