D1.8 Gender and diversity guidance report

The European Comission and other interational organisations point to disengagement as a key factor for academic underachievement and early school leaving (ESL) of students. The Let’s Care project seeks to contribute to the understanding of the factors involved in school dropout and academic achievement. To do so it will develop a theoretical model that focus on the relational security of students across ecological levels to a) explain the processes leading to ESL and underachievement of basic educational competencies and b) base a logical model for intervention. The project adopts an approach based on attachment theory to foster equality and educational inclusion. This guidance document has a two-folded aim: on the one hand to provide a theoretical approach for addressing and understanding the sources of disadvantage that prevent students of reaching their full potential at education, and, on the other hand, to provide a practical approach for the assessment and monitoring of how these disadvantages are address along the Let’s Care project. Accordingly, two standards consisting on informed awareness and pragmatic assessment have been adopted to examine the Let’s Care project from a gender and diversity perspective. A brief presentation on the relevance of the matter is followed by a gender sensitive analysis and a process for the assessment and monitoring of the project implementation.