Early School Leaving (ESL), or Early Leaving from Education and Training (ELET), remains a critical challenge across Europe and globally, with profound implications encompassing economic disadvantages, social exclusion, and reduced life opportunities for individuals. This entry analyzes the authoritative definition of the phenomenon, explores the multifaceted causes that drive it, and outlines the severe professional, social, and psychological consequences of failing to attain a minimal credential. ESL is widely understood not as an abrupt event but as a complex, cumulative, long-term process of school disengagement that is influenced by a myriad of interconnected risk factors originating in childhood and early adolescence. Understanding the interplay between individual, family, and institutional factors is crucial for designing effective, coordinated policy responses. © 2025 by the author.
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