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Introduction. Early school leaving has negative consequences for the individual and society. Aim. To accurately define the concept and the procedures through which the phenomenon can be measured. Method. Narrative bibliographical review of the main international data bases. Results. Profound differences have been found in the measurement criteria along with a severe terminological confusion. Conclusions and discussion. The study involves a fundamental clarification of the terminological conceptualization and early school leaving phenomenon measurement. This is of great importance for the correct interpretation of studies on the subject and international comparisons between measurement indexes. [ABSTRACT FROM AUTHOR]

Recently in South Korea the increasing prevalence of school dropouts and the declining age at which students leave school have drawn renewed attention to this issue. In line with preventive efforts and recognizing early signs of leaving school, the current study aims to identify a set of variables that are most important for understanding the experience of school dropout among South Korean adolescents. Data from two independent panel studies collected by the National Youth Policy Institute in South Korea were merged and analyzed in this study: Korean Children and Youth Panel Study (N = 1646, age = 15.90, girls = 50.73%) and Dropout Youth Panel Study (N = 609, age = 16.84, girls = 56.16%). We applied machine learning algorithms to classify the experience of school dropout using two analytic methods: random forest and decision tree. A total of 36 features from personal, family, school, peer, and community domains were used in the analyses. Specifically, adolescent behavioral characteristics (truancy, smoking, drinking, media use), family structure, teacher relationship, group bullying victimization, and collective efficacy, were consistently identified as significant features of school dropout in random forest and decision tree models. Such information, which highlights a broad spectrum of important factors within adolescents' ecological systems, may provide a scientific knowledge base for school‐level prevention efforts. By identifying these features, social workers and educators may develop early warning systems against school dropouts and accurately screen adolescents with high risk. [ABSTRACT FROM AUTHOR]

The middle-school years (Year 7 to Year 9) is a particular challenge for socially disadvantaged populations, with high proportions of children either repeating school years or dropping out of school. In Australia, a group of particular concern is First Nations children for whom there is a collective effort by all governments to improve education outcomes, although there have been few studies of their transition through the middle-school years. This retrospective study, using individual-level linked data, followed a cohort of 7881 First Nations students for 2 years after enrolment in Year 7 (Y7) in any Northern Territory (NT) government school in the years from 2008 to 2014 to quantify the transitional pathways through middle school and identify the factors associated with faltering progress. We used multinomial multilevel logistic regression to identify the factors associated with school dropout and repeating Y7 or Y8 (Y7/8). Two years after Y7 enrolment, eight in ten First Nations students progressed to Y9 (78.8%), more than one in ten students had dropped out of school (13.3%) before reaching Y9, and one in 12 (7.9%) repeated Y7/8. The likelihood of either dropping out of school or repeating years was higher among students who were enrolled in Y7 when aged less than 11.5 years, had a low Y7 school attendance rate, moved to either interstate or non-government schools and who lived in a remote area. Students who were not born in the NT and those with a record of substantiated child maltreatment during Y7 were more likely to repeat Y7/8. Planning interventions to improve school retention through the middle-school years should consider these factors. [ABSTRACT FROM AUTHOR]

Educational institutions must prevent school dropout in a context in which the educational response to this problem necessarily implies going deeper into its fundamental causes, starting from those directly attributable to the educational institution. The objective of the research developed is to base a pedagogical strategy to prevent school dropout in eighth grade students of Basic Education of the Fiscomisional Educational Unit Pierre Teilhard de Chardin, in the Atacames canton, of the province Esmeraldas, Ecuador, in the school period 2023-2024. A research process was developed based on the conceptions of the mixed approach, of explanatory level, by means of a pre-experimental study, with the intervention in a single group and application of pre-test and post-test. The initial descriptive study revealed shortcomings associated with a lack of systematization and follow-up in the implementation of preventive actions, and limited consideration of personal and family causes for designing specific actions. The pedagogical strategy designed was structured in a general objective and several strategic directions with their corresponding actions, aimed at guiding the pedagogical activity of teachers and authorities of the educational institution in the early adoption of actions to avoid the definitive or temporary disengagement of students from the school system. The evaluation of the relevance of the pedagogical strategy revealed its significant contribution to the prevention of school dropout, in a process of early adoption of actions to avoid the definitive or temporary disengagement of students from the educational system. [ABSTRACT FROM AUTHOR]

Educational institutions must prevent school dropout in a context in which the educational response to this problem necessarily implies going deeper into its fundamental causes, starting from those directly attributable to the educational institution. The objective of the research developed is to base a pedagogical strategy to prevent school dropout in eighth grade students of Secondary Basic Education of the Fiscomisional Educational Unit Pierre Teilhard de Chardin, in the Atacames canton of the province of Esmeraldas, Ecuador in the school period 2023-2024. A research process was developed based on the conceptions of the mixed approach, of explanatory level, by means of a pre-experimental study, with the intervention in a single group and application of pre-test and post-test. The initial descriptive study revealed shortcomings associated with a lack of systematization and follow-up in the implementation of preventive actions, and limited consideration of personal and family causes for designing specific actions. The pedagogical strategy designed was structured in a general objective and several strategic directions with their corresponding actions, aimed at guiding the pedagogical activity of teachers and authorities of the educational institution in the early adoption of actions to avoid the definitive or temporary disengagement of students from the school system. The evaluation of the relevance of the pedagogical strategy revealed its significant contribution to the prevention of school dropout, in a process of early adoption of actions to avoid the definitive or temporary disengagement of students from the educational system. [ABSTRACT FROM AUTHOR]

School dropouts are a major educational challenge that affects the entire world. The final objective of this work was to design a strategy aimed at reducing the factors that affect the dropout of students through a student leveling program, talks with teachers, educational leaders, and parents. A methodology with an explanatory design with a mixed approach was used where theoretical and empirical methods were used. Along with the collection techniques and instruments, from the collection of data on dropout students in the period February 2021 to February 2023, supported by the documentary review on the subject and a structured interview with authorities of the Educational Unit in study. The study showed that school dropout is a complex problem that involves multiple factors, among which those related to family, school, socioeconomic and cultural difficulties stand out. Its approach requires collaboration between families, schools, communities, and governments, focusing on prevention and early intervention. This research supports future studies and could help other educational institutions interested in similar strategies. [ABSTRACT FROM AUTHOR]

Aims: To document the association between parental separation and school dropout in adolescence and to examine the factors that may potentially account for this association. Methods: Data stem from the large youth@hordaland study that was linked to the Norwegian National Educational Database to obtain objective measures of educational outcomes and disposable income (N = 8323). Logistic regression analysis was used to investigate the association between parental separation and school dropout. A Fairlie post-regression decomposition was used to examine the influence of parental education, household income, health complaints, family cohesion, and peer problems in explaining the association between parental separation and school dropout. Results: Parental separation was associated with a higher odds ratio (OR) of school dropout in crude and adjusted (adjusted odds ratio (AOR)) analyses (OR=2.16, 95% confidence interval (CI) =1.90–2.45; AOR = 1.72, 95% CI = 1.50–2.00). About 31% of the higher odds of school dropout among adolescents with separated parents was explained by the covariates. The decomposition analysis suggested that parental education (43%) and disposable income (20%) accounted for most of the explained differences in school dropout. Conclusions: Adolescents with separated parents are at higher risk for not completing secondary education. Parental education and disposable income accounted for most of the explained differences in school dropout between the groups. Still, the majority of the difference in school dropout remained unaccounted for, indicating that the link between parental separation and school dropout is complex and likely influenced by multiple factors. [ABSTRACT FROM AUTHOR]

School dropout is a pressing social problem that stems from systemic inadequacies in the education system and socio-economic background. The aim of this study was to analyze how the travel time and financial difficulties impact school dropout in satellite towns near Bucharest, the capital of Romania. Data on dropout rates in recent years were provided by the Ilfov County General School Inspectorate and were supplemented by 30 semi-structured interviews with the parents, caregivers, or the legal representatives of students who have dropped out of school or are at risk of dropping out. The study's findings reveal significant correlations between the travel time to school, familial financial situation, and attitudes towards education, impacting dropout rates across various satellite towns. Addressing the challenge of school dropout promises societal improvement and empowers policymakers to enact more inclusive policies benefiting all members of society. [ABSTRACT FROM AUTHOR]

The research of the reality in the territory of Valea Jiului Carboniferous Basin focuses both on the peculiarities of social ideas regarding the position of education and learning in the value system of individuals in society, as well as on the psychological principles for strengthening values in socially unstable conditions. The conclusions reached in the process of determining the degree of integration of self-confidence in the value system of the adolescent personality, showed that the development of self-confidence at a high level influences the infusion of values and the formation of one's own system. Changes in the subject's attitude and tendency to ensure uniformity and consistency of information, attitude and behaviour can be observed. [ABSTRACT FROM AUTHOR]

In many Western societies, earning a degree is considered an ultimate educational achievement. Second chance education (SCE) serves as a distinct pathway for those who have dropped out of school, allowing them to re‐enter the educational system. Understanding the specific obstacles and needs of students in SCE is crucial for providing better‐tailored support. However, limited knowledge exists about the challenges faced by students seeking to enrol in SCE. This qualitative study conducted in‐depth interviews with 28 drop‐in students (Mage = 30) to explore these barriers and needs. Identified barriers span institutional, situational, environmental, and life‐course levels. Primary needs centre around warm and accessible teachers, as well as flexible, student‐focused learning options. The results underscore the value and significance of second chance education as a unique pedagogical context for drop‐in students. It also emphasizes that the insights gained from SCE can inform improvements in regular, first‐chance education, serving diverse student populations. Lastly, SCE serves as a societal mirror, urging a re‐evaluation of the broader discourse in education. Overall, this study calls for more appreciation of SCE, acknowledging and recognizing its unique pedagogical context, dedicated teachers, and determined students. [ABSTRACT FROM AUTHOR]

Psychiatric problems are risk markers for poor educational attainment. The number of adolescents receiving treatment has increased. We investigated whether the association between psychiatric problems in early adolescence and dropping out of school had changed. We used the register-based 1987 and 1997 Finnish Birth Cohort studies, which include all live births in Finland. Hospital districts with incomplete records were excluded, leaving 25,421 participants born in 1987 and 32,025 born in 1997. The main outcome was not having applied for secondary education by the year the cohort members turned 18. Our main predictors were psychiatric and neurodevelopmental disorders diagnosed by specialized services during 1998–2003 and 2008–2013, when the cohort members were 10–16 years old. We found that 511 (2.0) of subjects born in 1987 and 499 (1.6%) born in 1997 dropped out of school. Having any diagnosis at 10–16 of age was associated with dropping out of school early in both cohorts: 3.9% in 1987 and 4.8% in 1997. The highest proportions were in the subgroup with autism spectrum disorders (ASD), 19.4% in 1987 and 16.2% in 1997. Dropping out early increased among adolescents diagnosed with any psychiatric or neurodevelopmental disorder, from 3.9 to 4.8%, with the clearest increase for learning disabilities, from 3.4 to 9.0%. Dropping out decreased for those with depression, from 4.5 to 2.1%. Adolescents with psychiatric and especially neurodevelopmental disorders, need effective interventions to prevent them dropping out of school early. Increased detection of psychopathology did not result in decreased dropout rates. [ABSTRACT FROM AUTHOR]

In Bangladesh Social Safety Net (SSN) interventions are intended to achieve specific goals, e.g., reduction in poverty, decrease in early school dropout, and nutrition supplementation. This study investigates the effectiveness of SSN participation on less explored goals of child labor reduction and school retention in Bangladesh. Empirical evidence is provided to evaluate the success of existing programs to combat child labor and early school dropout. This study utilizes the Household Income and Expenditure Survey (HIES), 2016 of Bangladesh. We employ the Propensity Score Matching (PSM) framework to show the causal relationship between SSN participation and its impact on the use of child labor and school retention. Given the nature and availability of data, the matching method provides us an estimate of the impact of SSN based on a quasi-experimental setting. We estimate counterfactuals based on observed characteristics of the household that affect both SSN participation and our outcome variables. Our results suggest that households that receive SSN tend to employ less child labor domestic or paid compared to their counterparts. Our Propensity Score Matching (PSM) results show that SSN participation reduces child labor prevalence in Bangladesh by 2.4% to 2.9%. This is an indication that families essentially substitute SSN income with child labor earnings. Thus, SSN programs in Bangladesh are effective in reducing child labor though the magnitude is not overwhelming. On the contrary, our results show that children from SSN-participating families have a higher incidence of early school dropout. This may be due to inefficiency or poorly designed programs that effectively keep the children in school. We estimate early school dropout is higher by 3.6% to 6.6% for households that receive SSN compared to the control group. Our findings are important for policymakers to redesign the programs that retain children in school. We suggest targeted interventions that will help to keep these children in school, which is conducive to human capital accrual and increasing lifetime earnings. Additionally, our insights will assist policymakers in rethinking SSN coverage, efficient selection of beneficiaries, and initiation of the correct intervention. [ABSTRACT FROM AUTHOR]

Background: Early school dropout is an economic, social, and individual problem. School dropout is a result of cumulative processes that occur over many childhood years. Despite the influence of level of education on health outcomes, primary prevention of dropout outside of the school setting is rare. In the Netherlands, the Youth Health Care (YHC) service may play a role in primary prevention of school dropout. Objective: We hypothesized that data collected by YHC on family background and Strength and Difficulties Questionnaire (SDQ) scores at ages 10 and 14 is predictive of school dropout. Methods: We analyzed Dutch YHC data from 24,988 children born in 1996 − 200. Early school dropout was defined as having left school without diploma by the age of 17. Two multilevel logistic regression models were built with predictors measured at the ages of 10 and 14. The model performance was assessed using ROC curve. Results: A child's SDQ was a strong predictor of early school dropout, in addition to gender and parents' socio-economic status at age 10 and age 14. Models showed moderate prediction performance (ROC value 0.70/0.69, respectively). Conclusions: The proposed prediction models are based on only few routinely collected socio-demographic factors and SDQ scores. We found these models can contribute to risk stratification by YHC as early as age of ten. This provides a window of opportunity for interventions that aim to strengthen school engagement. Further research and practical efforts to expand the set of predictors available to YHC (e.g., school performance) are expected to improve the quality of this prediction. [ABSTRACT FROM AUTHOR]

In current Western societies, the number of students dropping out of school is high. At the same time, the importance of education leads to an increase in Second Chance Education (SCE) initiatives as an alternative way to obtain a degree. Little is known about the roles SCE can play as a learning environment for students 'dropping in' beyond mere degree attainment. Therefore, this study aims to shed light on these roles by exploring the dropout experiences of drop-in students and the underlying reasons for enrolling in SCE. This study involves in-depth interviews with 28 drop-in students (Mage = 30.0). The findings reveal that not obtaining a degree could be a traumatic event, resulting in challenges such as stigmatisation, discrimination, and social pressure. Based on these experiences, SCE students articulated reasons for enrolling in SCE, including self-actualisation, improved occupational and educational opportunities, and social confirmation by significant others. Overall, this study identified three roles SCE can play for drop-in students, including serving as a new start, a tool/in-between phase and a way to finish unfinished business. These findings call for a more nuanced perspective on education and highlight the importance of reconsidering the individualistic perspective on success and failure in education. [ABSTRACT FROM AUTHOR]

Sociocognitive theories assume that group membership has a direct impact on social identity. Vulnerable groups can develop different strategies to lessen the psychological discomfort caused by disadvantageous social membership. Some of these mechanisms operate by validating the social order. This article shows how implicit self-stereotypes operate in a group of students who have dropped out of school. The approach is qualitative based on these young people's discourses on their educational trajectories, their school experiences and their reasons for dropping out. The analysis allows self-stereotypical elements with repercussions at the level of social justification to be identified and is complemented by a brief sociodemographic description to characterize the group in terms of their social disadvantage. [ABSTRACT FROM AUTHOR]

AbstractThe issue of school dropout has been long rooted in Malaysia. To address this issue effectively, further insight into the predictors of the school dropout and the early statistical identification of dropouts are crucial. Nevertheless, uncertainty has been persistent on these two aspects. This paper aims to identify the predictors and assess the feasibility of early identification of school dropouts. Using a school administrative database that comprised data on more than 100,000 students, the school dropout predictors, such as gender, academic achievement, and household income were identified. The estimated model correctly identified early on the 20.83% of the school dropouts. This is substantially higher than the overall sample mean of school dropouts (5%). Thus, it is feasible to identify early on the school dropout statistically. The findings have provided insightful inputs that could strengthen our intervention strategies and policies to help alleviate the problem of school dropout in Malaysia. [ABSTRACT FROM AUTHOR]

In the elementary schools of Talca, there is evidence of segregating behaviors towards the economically vulnerable population. Based on this, the main objective of this research is to analyze the consequences of this exclusion towards people with a low socioeconomic level. The difficulties perceived by the students' monetary capital influence their educational, social, emotional and family development, affecting the right to receive a quality and equitable education, which allows their integral development as a person. Therefore, the solution to this problem is to provide information on the obstacles of economic vulnerability, to train teachers, so that they have effective tools and competencies that allow an equitable and quality education for all students regardless of the socioeconomic status to which they belong. Under this margin, it is fundamental to reduce the perception of education professionals on economic influence. [ABSTRACT FROM AUTHOR]

Out of school youth (OSY) are adolescents who have not completed their schooling and are not currently enrolled in school. This study sought to understand why learners drop out of school by interviewing 41 OSY (aged 13-20 years). Respondent Driven Sampling was used to recruit OSY. Content analysis was used to analyze the data. Gender differences were found in the reasons for leaving school. Males dropped out due to poor school performance, vocational aspirations, and social interactions at school. Females dropped out due to family-related reasons. In males and females, friends played a role in students dropping out of school. Participants who performed well academically left school to be with their OSY friends. Those who did not pass and had friends who progressed to the next grade also dropped out of school. Preventing students from early school leaving involves targeting the interpersonal, school and policy levels with gender-specific intervention. [ABSTRACT FROM AUTHOR]

The monograph “Mentoring for beginning teachers and educators” presents a compilation of academic works presented at an international conference on teacher training in vulnerable school contexts. The articles address various aspects of teacher training in diverse contexts, offering in-depth analyses, critical reflections, and innovative proposals. The monograph reflects the diversity of perspectives internationally and provides practical solutions to enhance teacher training. Each article presents unique approaches, from the potential of mentoring to strategies for preventing early school dropout. Collectively, the monograph represents a significant contribution to the field of education, inspiring new research, policies, and practices for more effective and equitable teacher training worldwide. [ABSTRACT FROM AUTHOR]

This article focuses on sustainable education for Batek children, an ethnic subgroup of Indigenous Orang Asli peoples in Malaysia. A number of important figures, including school leaders, teachers, parents and peers, are needed to support initiatives to improve the quality of education among Indigenous communities. However, studies have indicated that a range of issues among Orang Asli children – such as low educational attainment, school dropout and high absenteeism – are hindering success. To help address these problems, a more conducive relationship between these children and their schools needs to be developed. The qualitative study presented in this article explored the role of "chaperones" (teachers' aides) in a Let's Go to School programme in a village school in Pahang, Malaysia, as a potential solution to support Batek children's education. Semi-structured interviews were conducted with four respondents: two village elders (who acted as chaperones for schoolchildren), one school principal and one teacher. Five themes were identified as connected to the role of chaperones and the success of the programme: trust, commitment, conducive environment, appropriate policy and regulation, and community support. The chaperones were found to act as informal teachers, effectively supporting Batek children, and the community, in both the academic and outside world. Findings indicate the need for a proper modelling of Indigenous sustainable education which recognises the role of chaperones in Batek children's education. This approach could also be extended to other Orang Asli communities. [ABSTRACT FROM AUTHOR]

This cluster-randomised study investigated the effects of a Norwegian early warning system, the IKO model. IKO is a Norwegian acronym for identification, assessment, and follow-up, and the model aims to improve schools' abilities to identify and support students who are at risk of dropping out during the school year. The study involved 7677 first-year students in 42 upper secondary schools, 20 schools randomised to the experimental group and 22 to the control group, and utilised administrative data. Two-level logistic and linear regression models with students nested in schools were applied. After two school years, there were no significant effects on absence from lectures, completion rates, or academic results. The analyses did not indicate stronger effects among students at risk of dropout before entering upper secondary education than among students in general. [ABSTRACT FROM AUTHOR]

School dropout increases the risk of unemployment, health problems, and disability benefits. Employing an ecological-developmental perspective, we analyzed the interviews of thirteen students from a peripheral Norwegian county, aiming to explore the possible influence of upbringing and schooling on dropout. The analysis revealed that dropout was associated with an unstable family situation, lack of structure in everyday life, unresolved complex learning difficulties, bullying, and a tough existence in a rented room. The participants conveyed a sense of defeat, frustration, and an absence of meaningful alternatives. However, two participants had actively chosen to discontinue their education; this was because they preferred work practice to allow them time to mature and re-orientate in relation to future educational and career choices. Their families and social networks contributed actively to the implementation of their future plans. The findings point to the importance of studying interventions that may prevent school dropout, and that address central factors in the process of school dropout, such as social support, academic achievement, and parental involvement. [ABSTRACT FROM AUTHOR]

Students dropping out of school in Mexico is a social problem at the national level as the number of children and young students who decide to abandon their academic preparation is increasing. The present investigation focused on a population segment of young people of low socioeconomic status residing in highly marginalized urban areas in Mexico City. These young people are in the upper secondary educational level of the public school system, in an age range greater than 15 years old. This research was carried out using a qualitative method to identify the different environments and variables that lead in the thought process to take the decision to interrupt study and/or drop out of school. The Social Cognitive Theory framed the development of this work in order to know the individual, social and environmental factors that trigger the social problem. The present study outlines guidelines for a social marketing program in order to generate social change and contribute to reducing the social problem. [ABSTRACT FROM AUTHOR]

The study aims to reflect on the educational experience of the Brancaccio neighborhood in Palermo that armed children with the power of speech and thought (Milani, 1957, p. 271). In a social context where school dropout rates remain high, the Pastoral Experiences of the Padre Nostro Center are a 'sign of contradiction' and hope for young people who are victims of mafia violence. These are children at risk whose right to quality education, freedom, and childhood has been violated. School dropout, along with the involvement of minors in mafia crimes, is an important indicator of «youth distress and educational shortcomings in certain family units» (Di Bella; Surace, 2019, p. 157). These girls and boys, these children deprived of a voice, remain invisible. We aim to engage in a dialogue with them, not to merely fill, but to enrich enriching them with the transformative power of education (Milani, 1957, I, p.165). They are the "children without" (Cederna, 2015) whose experiences we seek to explore, inspired by the legacy of Don Lorenzo Milani. [ABSTRACT FROM AUTHOR]

This study examines the impact of migration on local workers and high school dropouts of local students. A conventional approach without addressing the endogeneity issue may lead to biased results. Our endogeneity‐corrected estimates show a positive impact of migration on the monthly wages of local workers. A higher share of migrants increases the probability of local workers with employment contracts, social insurance, and holiday pay. Heterogeneity analysis shows that local workers, no matter their educational level, work experience, or occupation sectors, benefit from the inflow of migrants. Finally, migration inflow lowers the probability of high school dropouts among local students. Our findings resulting from rigorous statistical approaches suggest that internal migration produces positive impacts on the economic well‐being of local residents, refuting the argument about the adverse effects associated with internal migration. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the association between polyvictimization and offline and online sexual harassment and whether the association might be mediated by internalizing problems, low school satisfaction, and dropping out of school. The analytic sample was derived from the Children and Youth Rights Survey in South Korea. It consisted of 6353 adolescents' responses to the sexual harassment question and a set of other questions in the middle and high school questionnaires. The findings showed a direct association between polyvictimization and offline and online sexual harassment. Adolescents who were polyvictimized were more likely to be victims of both forms of sexual harassment. Furthermore, polyvictimization was positively related to dropping out of school, which was positively associated with offline sexual harassment. The findings from the study have significant implications for future research and practice. [ABSTRACT FROM AUTHOR]

The study presented here examines the determinants of primary school dropout while highlighting the role of household characteristics in Cameroon. Data were drawn from the fourth Cameroonian household survey conducted in 2014 (ECAM 4). The author uses an extended production function to estimate a logit model that puts forward the marginal effects of the explanatory variables. The results show that the probability of dropping out of school is higher for children who have to work in order to meet household needs, and when the head of the household is a farmer or a worker in the informal sector, while the availability of textbooks and other school supplies is associated with a lower probability of dropout. [ABSTRACT FROM AUTHOR]

This systematic review examined how anxiety symptoms and anxiety disorders relate to academic achievement, school dropout, and academic self-concept. Studies with children or adult samples were included in seven meta-analyses (ks for number of samples ranged from 5 to 156; N's for participants ranged from 780 to 37, 203). Results revealed significant but very small effect sizes for the relations between anxiety and overall academic achievement (r = −.06), language achievement (r = −.07), and math achievement (r = −.09), and a nonsignificant effect size for science achievement (r = −.01). Participants with greater anxiety were also significantly more likely to not complete high school (r =.11). They also had a poorer overall academic self-concept (r = −.25) and mathematics self-concept (r = −.30). Few methodological moderators (e.g., study design, age) were significant. Results show that anxiety does not strongly hinder academic achievement, but it is an important correlate of dropout and academic self-concept, which in turn could contribute to poorer life outcomes. Interventions and preventive programs need to consider ways to ameliorate the relations of anxiety with academic outcomes, especially school continuation and academic self-concept. Future studies should identify risk factors that may amplify these relations. [ABSTRACT FROM AUTHOR]

Tena Higher Technological Institute presents difficulties with school dropout, this comes from social pressures, economic, family and cultural situations, as well as the lack of knowledge of digital tools. The objective was to design a methodological guide to reduce school dropout in higher education. The research had a mixed approach, non-experimental and descriptive design. The study population was 399 students and 21 teachers, the sample was 196 students and 21 teachers from a simple random sampling with a significance p<0.05 and confidence level of 95%. A methodological guide is presented, supported by a system of actions to reduce school dropout both in the context of confinement and in the new normality. School dropout is the maximum consequence of the failure of students at this level of education, therefore, any action aimed at reducing it will raise the quality of the educational teaching process. [ABSTRACT FROM AUTHOR]

When children drop out of school, either temporarily or permanently, this poses a significant problem for both children and society. In the Netherlands, care farms offering care-education programs for school dropouts are emerging. While there is evidence for their effectiveness, models explaining how such outdoor interventions may facilitate positive developments of children and their return to school are lacking. Using the generic Context-Intervention-Mechanisms-Outcome Model as an overarching deductive frame, this study inductively examines how care-educational programs facilitate the positive development of children who have dropped out of school. Focusing on nine educational care farms, we conducted observations and interviews with children, parents, teachers, and farmers. We conclude that the outdoor learning intervention in combination with the underlying farm context enables children to enjoy rest, freedom, tailored education, and a feeling of acceptance. These mechanisms support children to develop themselves, particularly regarding their socio-environmental functioning. [ABSTRACT FROM AUTHOR]

The coronavirus pandemic generated globalized effects in sectors such as education, which led to the choice of decisive paths in the academic, social, and emotional life of children; as were the permanence and educational abandonment. This document is the result of an analysis of various sources and actors, who expose the many difficulties of the educational process during times of pandemic; seeks to interpret the impact of the pandemic on school dropout or permanence in the childhood of the Awá Indigenous Community of the Gran Sábalo reservation, in order to generate a pedagogical proposal that covers childhood and promotes stability in the integral development of these indigenous cultures. [ABSTRACT FROM AUTHOR]

This paper focuses on the perceptions of technical high school tutors in Mexico about students from lower socioeconomic backgrounds in the context of global curriculum reforms and institutional hierarchies. Through two novel concepts in education, culture of poverty and cultural deficiency, the paper explores: (a) how structural constraints shape tutors' perceptions and practices with students, and (b) how tutors' perceptions contribute to reconceptualise discourses of deficit and the culture of poverty in a more comprehensive way. Through in-depth semi-structured interviews with nine tutors working in Tijuana, Mexico City and Tuxtla Gutierrez, the main themes of analysis are: tutors' working conditions, their perceptions of and relationships with students, the quality of education on offer, curricular reforms, and behaviour management. Even if systemic factors contribute to tutors' perceptions of deficit amongst students, we found valuable experiences of empathy, trust, and encouragement amongst tutors that show both their agency and resilience. [ABSTRACT FROM AUTHOR]

The article focuses on the school-based support that youths who are heading households get from public schools in South Africa. It is based on the study that was conducted focusing on the extent to which schools support youths who head households. The study adopted the qualitative research methodological approach where three methods were used to construct data. The three methods used are observation, semi structured interviews and documents. Eight children from four public schools were selected as participants in the study. Data constructed was analyzed by using the Thematic Content Analysis approach. The findings reveal that youths who head households are faced with challenges that include among others, economic constraints, lack of resources, and humiliation. Furthermore, they do not get the necessary support from schools. The article argues that lack of support by schools adds to the challenges that children are confronted with in their daily struggle for survival. [ABSTRACT FROM AUTHOR]

A significant number of students in rural China drop out of junior high school. However, current analysis of the similarities and differences among these students are inadequate. Thus, we sought to explore the typology of students who dropped out of junior high school in the rural Hainan Province of China. We used latent class analysis to identify five types of students who chose to drop out. The categories included unexpected, unsupportive, maladjusted, financial difficulties, and peer-negative. Employing this typological classification as a guide, we explore the implications of our findings for future efforts in the field of research and in the prevention of junior high school withdrawal. Highlights: We explored the typology of students who dropped out of junior high school in the rural Hainan Province of China. We classified the dropout types as unexpected, unsupportive, maladjusted, financial difficulties, and peer-negative. Assessing and understanding a students' decision to drop out can facilitate future intervention efforts. [ABSTRACT FROM AUTHOR]

Psychopathology is associated with impaired learning and early termination of schooling, whereas positive attributes are associated with better educational outcomes. However, it is important to understand if and how psychopathology and positive attributes longitudinally impact each other so we could shed light on where to intervene to promote educational outcomes through these constructs. A large prospective school-based community cohort of youths (5–15 years of age, 45% female) were assessed and followed up for 3 years (n = 2010; 80% retention). We assessed the longitudinal impact of positive attributes (Youth Strength Inventory) and psychopathology (bifactor model of Strengths and Difficulties Questionnaire) using a cross-lagged panel model. We also used generalized mixed effects models to investigate how these both constructs predict school dropout and literacy, adjusting for confounders and testing their interaction. Positive attributes negatively predicted, and were negatively predicted by, the general factor of psychopathology and conduct problems in the cross-lagged panel model. Positive attributes (OR = 0.57, 95% CI [0.44, 0.73], p < 0.001) and specific conduct symptoms (OR = 2.33, 95% CI [1.64, 3.33], p < 0.001) predicted school dropout, whereas the general factor of psychopathology predicted lower literacy ability (β = − 0.08, 95% CI [− 0.11, − 0.05], p < 0.001). However, the protective association of positive attributes on school dropout decreases as the general factor of psychopathology increases. These findings provide new evidence that positive attributes and psychopathology mutually influence each other over development and have interactive effects on educational outcomes. [ABSTRACT FROM AUTHOR]

In this analysis, we consider how a potentially important triggering event in the life course—exclusionary school discipline—may affect students' high school outcomes. We extend the literature to focus on the long-term effects of exclusionary discipline that occurs in the early grades, when students are relatively young and when a significant share of exclusionary discipline first occurs. We further evaluate the potential, long-term effects of exclusionary discipline on different high school outcomes (non-completion, GED certification, high school diploma) in statistical models that account for observed and unobserved heterogeneity. Overall, we find robust and consistent evidence that very young children are not somehow more resilient or more protected from negative, long-term effects of suspension or expulsion in early elementary school. Moreover, previous research might underestimate the effects of (early) exclusionary discipline more generally by ignoring the independent effects on GED certification. [ABSTRACT FROM AUTHOR]

School dropout can be an ongoing process of academic failure and disengagement starting as early as elementary school. Given the multitude of factors involved and the importance of early identification of vulnerabilities, this study examined whether (a) initial levels of conduct problems and depressive symptoms predicted school dropout, (b) the rate of change in conduct problems and depressive symptoms predicted dropout, (c) the interaction between trajectories of conduct problems and depressive symptoms affected the likelihood of dropout, and (d) whether there were sex differences in these associations. Using a dataset of 364 children ages 6–9 (T1) years who had displayed conduct problems, mean trajectories of conduct problems and depressive symptoms over 6 years were drawn using parallel process latent growth curve modeling. Results showed that both the initial levels of and rate of change in conduct problems predicted dropout, whereas trajectories of depressive symptoms did not. The interaction between trajectories of conduct problems and depressive symptoms was non-significant and sex differences were not observed. These results suggest that, for boys and girls presenting early conduct problems, although a higher initial levels of conduct problems increases the risk of school dropout, a larger decrease in these problems over time may reduce this likelihood. Recognizing and treating conduct problems consistently may be crucial in reducing the risk of dropout in children with early-onset issues. [ABSTRACT FROM AUTHOR]

The study aimed to identify the factors of the drop out of the first three grades of Syrian refugees from Jordanian public schools from the point of view of their school principals. To achieve the objective of the study, the researchers constructed a questionnaire consisted of (45) paragraphs divided into three areas: (Factors related to school environment, family and economic factors, social and psychological factors). The sample of the study was randomly selected from the original study population, which consisted of (51) person of the principals of the Jordanian public schools, which included the students of the first three grades of the Syrian refugees in (Irbid and Ramtha) cities during the first semester of the academic year (2019/2018). The results of the study showed that the reasons of drop out of the first three grades of the syrian refugees from jordanian public schools are limited to three factors with a medium impact: Factors related to the school environment, family and economic factors, and social and psychological factors. The results also showed that there were statistically significant differences due to the gender variable in favor of males, as well as the scientific qualification variable in favor of the PhD, and there is no statistically significant differences due to variable of experience years. [ABSTRACT FROM AUTHOR]

School dropout represents a serious problem, being seen as a violation of moral norms. The aims of the investigation were to identify the temperament of pre-teens at risk of school dropout, and also to emphasize differences in temperament considering type of vulnerability. A sample of 302 pre-teens (158 boys and 144 girls), at risk of dropping out of school, took part in the study. The Early Adolescent Temperament Questionnaire - revised form (EATQ-R), calibrated for the Romanian population, has been used, measuring eleven temperament scales and two behavioral scales. First, the results for the thirteen scales were presented (at group level). With respect to the description of the evaluated constructs of EATQ-R it was underlined the importance of specialists to increase, in the case of preteens at risk of early school leaving: Activation level and Attention, and to decrease: Frustration, Fear, Aggression and Depressive Mood. Through single-factor multivariate analysis of variances, the types of vulnerabilities were compared (socially assisted students vs. students in which case a parent is working abroad vs. preadolescents from single-parent family vs. Roma people - socially assisted), from the point of view of the temperament and behavioral scales. The current research provides valuable data for specialists and parents, in order to positively influence preadolescents' educational and social integration, knowing where to intervene (separately, for each type of vulnerability), in terms of temperamental characteristics. [ABSTRACT FROM AUTHOR]

From the perspective of education workers from several campuses of the Federal Institute of Santa Catarina (Instituto Federal de Santa Catarina - IFSC), this paper seeks to analyze the factors that involve school dropout or the permanence of students in Professional and Technological Education (Educação Profissional e Tecnológica - EPT). Developed as a case study from a dialectical perspective, the research, with a qualitative approach, highlighted the different perspectives of workers on the multiple and complex motivators of dropping out or staying at school. It revealed the fragmentation, the individualization, the blaming of its subjects; the existence of specific actions to support permanence and the absence of evaluations and interventions aimed at modifying the dual and excluding structure of EPT. [ABSTRACT FROM AUTHOR]

The Federal Institutes of Education, Science, and Technology play an important role in democratizing education in Brazil; however, they face a high dropout rate, especially in non-mandatory courses. In contrast, the focus has been expanded beyond correcting dropout and failure, considering successful retention as a reference for the development of educational policies. In this context, this study, through an exploratory and qualitative document research, analyzes the guidelines that guide access, retention, and success policies of the Federal Fluminense Institute. It is noteworthy that the institution has provided favorable conditions for the universalization of not only access but also retention and success, offering various types of support as well as implementing practices that favor the quality of educational experiences. The study has implications about the actions of managers and teachers of this and other institutions regarding institutional policies and pedagogical practices for Professional and Technological Education. [ABSTRACT FROM AUTHOR]

The study sought to identify the effectiveness of distance learning at Ajloun Educational Directorate schools in limiting e- dropout. The descriptive survey design employed for its adequacy to the nature of the study. The study sample was selected using randomly. The instrument of the study was administrated to sample totaling (412) male and female basic and secondary schoolteachers at Ajloun Educational Directorate schools. A (36) items questionnaire distributing on (3) domains (Educational System, Role of Family, Role of School) was used. The results of the study indicated that the effectiveness of distance learning at Ajloun Educational Directorate schools in limiting e- dropout was moderate (M=2.40). Role of school ranked first (M=2.67) while educational system ranked last (M=2.24). The results of the study showed statistically significant difference due to school level, in favor of basic schools; due to teacher's qualification, in favor of higher education degrees holder, while no differences due to gender were found. [ABSTRACT FROM AUTHOR]

This text aims to identify the main factors that determine school dropout in urban, peri-urban and rural areas in the province of Cuanza Norte. The methodology used fits the socio-critical paradigm. The first step was the selection of schools. To this end, a stratified random sampling of schools was carried out by levels and areas, taking into account that they were schools of three levels of education (Primary Education, 1st Cycle of Secondary Education and 2nd Cycle of Secondary Education) and three areas different locations of these schools (urban, peri-urban and rural). The municipalities were selected through intentional sampling, taking into account the student population density and the geographical proximity between them. The selection of students was made through simple random sampling, based on the list of students in each class in each selected school. A questionnaire survey was applied to the students who made up the sample. The results show that there are factors that are more influential than others, and this influence varies according to school level, geographic location and municipality. In urban schools, the most influential factor in dropping out of school is economic constraints, while in peri-urban and rural schools the most influential factor is interest in other activities. [ABSTRACT FROM AUTHOR]

The purpose of this study is to describe the shared experiences of high school students who have left school. The study is based on the qualitative research pattern of "Descriptive Phenomenology". The sample of the study consists of 10 students who left school at the secondary level. "Criteria sampling" which is among purposeful sampling methods was used when determining the sample. The data obtained from semi-structured interviews with students who had left the school were subjected to content analysis, which is a qualitative data analysis method. MAXQDA qualitative data analysis program was used when this analysis was carried out. As a result of the analysis, it is seen that students leave school due to reasons such as low academic achievement, class repetition, absenteeism, poor economic situation, work, reluctance, apathy, negative behaviors, bad peer group, bad social environment, disciplinary referrals, peer bullying, different career orientations and negative role models. In the study, these reasons were classified as low academic motivation, risky behaviors and social disadvantage. [ABSTRACT FROM AUTHOR]

School dropout (SD) is a complex process that violates and excludes. Youth and Adult Education (YAE) is often the place of transformation of this reality, with scarce resources and basic capacities. Through a qualitative case study in Chile and Spain, we sought to identify educational experiences and practices that seek to reverse SD. We recognized students' accounts of experiences and traumas of educational exclusion, and teachers' accounts of experiences of exclusion and AE, being counter-hegemonic practices and alternative ways of banding, a response to an excluding neoliberal educational order. [ABSTRACT FROM AUTHOR]

Interrupted education of adolescent mothers remains a major concern, but limited evidence-based programming exists to support postpartum schooling of this group. This study aimed to better understand the factors that render some adolescent mothers vulnerable to school non-enrollment, and how to reduce these risks. Data from 1,046 adolescent and young mothers (10–24 years) from rural and urban communities in South Africa's Eastern Cape was obtained through a questionnaire containing validated and study-specific measures relating to sociodemographic characteristics, schooling, relationships, violence exposure, and health. Using latent class analysis, we explored emerging latent groups and their relationship to mothers' enrollment in school, college, or tertiary education. The analyses revealed three distinct groups of mothers: The 'most disadvantaged' subgroup (39%) experienced multiple risks, including food insecurity, living in informal housing, lacking positive relationships with their caregiver, and the highest distance to school; The 'disadvantaged' subgroup (44%) did not experience food insecurity whilst reporting better caregiver relationships and lower distance to school. However, this group still showed high probabilities of residing in informal housing and in communities that expose them to violence; A 'least disadvantaged' subgroup (17%) was largely unaffected by economic and community risks and experienced good caregiver relationships. Compared to the most disadvantaged mothers, the least disadvantaged mothers showed the highest probability of being enrolled in education (65% versus 45%). Adolescent motherhood can impede continued enrollment in education and individual-centered interventions alone might not be sufficient to mitigate the risks for non-enrollment. Services and provisions that address severe poverty and improve family relationships might provide an opportunity to positively influence schooling among adolescent mothers. [ABSTRACT FROM AUTHOR]

Aims: Mental health problems in young people are associated with educational outcomes. There are persistent difficulties in screening for these problems and mapping the trajectories of mental health in relation to academic and work outcomes. We investigated whether Strength and Difficulties Questionnaire (SDQ) scores in adolescents attending school were associated with school dropout in upper secondary school, both in adolescents with already recognised mental disorders and adolescents without known mental disorders. Methods: The data consisted of a questionnaire targeting 13,100 adolescents attending the final year of compulsory school combined with data derived from a national register. SDQ scores were divided into normal, borderline and abnormal scores. School dropout in upper secondary school was identified during a 2.5-years follow-up period. We stratified the data by recognised mental disorders. Logistic regression was performed to examine the association between SDQ scores and later school dropout with adjustment for parents' mental disorders, parents' educational level, sex, suicidal thoughts, school absence and negative childhood events. Results: During follow-up, 18.5% of adolescents experienced school dropout. Adolescents with abnormally high SDQ scores and borderline SDQ scores had higher odds for school dropout than adolescents with SDQ scores in the normal range. The association remained in the adjusted analysis, although more covariates showed independent contributions in association with school dropout. Conclusions: Self-reported SDQ scores in adolescents attending school were associated with later school dropout irrespective of recognised mental disorders, indicating that markers such as the SDQ might contribute to the identification of vulnerable adolescent groups, although the findings of multifactorial contributions suggest we should consider more indicators in a risk assessment for school dropout. [ABSTRACT FROM AUTHOR]

The study aimed to identify the factors of the drop out of the first three grades of Syrian refugees from Jordanian public schools from the point of view of their school principals. To achieve the objective of the study, the researchers constructed a questionnaire consisted of (45) paragraphs divided into three areas: (Factors related to school environment, family and economic factors, social and psychological factors). The sample of the study was randomly selected from the original study population, which consisted of (51) person of the principals of the Jordanian public schools, which included the students of the first three grades of the Syrian refugees in (Irbid and Ramtha) cities during the first semester of the academic year (2019/2018). The results of the study showed that the reasons of drop out of the first three grades of the syrian refugees from jordanian public schools are limited to three factors with a medium impact: Factors related to the school environment, family and economic factors, and social and psychological factors. The results also showed that there were statistically significant differences due to the gender variable in favor of males, as well as the scientific qualification variable in favor of the PhD, and there is no statistically significant differences due to variable of experience years. [ABSTRACT FROM AUTHOR]

This study was a quasi experiment involving 470 school children who were survivors of abduction in Northern Nigeria. There were two interventions: the first was a face-to-face counselling, while the second was a visual multimedia counselling intervention. The result of the study showed that at baseline, all the respondents reported high school dropout propensity. However, after the treatment, respondents in the visual multimedia group reported lower school dropout propensity when compared to their counterparts in the face-to-face counselling. The researchers made recommendations based on the results of the study. [ABSTRACT FROM AUTHOR]