This paper seeks to examine evidence regarding the potential for multidisciplinary and interdisciplinary teams to play a key role in prevention of early school leaving. It is recognised that this is an emerging area for the context of early school leaving prevention across Europe. As part of developing a strategy for such multi/interdisciplinary teams, an important focus is on necessary and supportive conditions for their effectiveness, rather than a deterministic assumption of their inevitable effectiveness. Contextual conditions internal to the teams and regarding systemic needs for early school leaving prevention will need to be given recognition.
Downes, P. (2011). ‘Multi/Interdisciplinary Teams for Early School Leaving Prevention: Developing a European Strategy Informed by International Evidence and Research’,