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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]

School attendance or completion is important for adolescents' development. Adolescents who drop out or are regularly absent from school are at higher risk of adverse sexual and reproductive health (SRH) outcomes. However, there is little evidence evaluating SRH service coverage among adolescents in and out of school. In the context of a large-scale combination HIV and pregnancy prevention intervention funded by the Global Fund, we compared the SRH intervention coverage and SRH risks among adolescent girls who dropped out of school with those who were still in school or who had completed grade 12 in South Africa. Among those still in school, we compared the SRH intervention coverage and SRH risk profiles of those with high versus low or no absenteeism. In 2017 to 2018, we conducted a household survey of adolescent girls aged 15 to 19 years in six of the ten combination intervention districts. Of 2515 participants, 7.6% had dropped out of school. Among the 1864 participants still in school, 10.8% had high absenteeism. Ever having had sex, and condomless sex were more prevalent among dropouts compared with non-dropouts. Dropouts were more likely to access SRH services such as condoms and contraceptives, except the combination prevention intervention services which were more likely to reach those who had not dropped out and were equally likely to reach those in school with high versus low/no absenteeism. Combination SRH prevention programmes can improve the accessibility of SRH services for adolescents in school/who complete school. [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]

Motherhood occurs early in the Democratic Republic of the Congo (DRC). According to the 2007 and 2013/2014 Demographic and Health Surveys (DHS), about 19 and 21% of adolescents had at least one child during adolescence. In addition, during the First and Second Congo Wars, schools were closed, and many school-age girls dropped out of school as a result. This study aimed to analyze the variation in the risk of adolescent motherhood according to the war phases in the DRC and the effect of war exposure during primary school on the risk of adolescent motherhood. This study used pooled 2007 and 2013/2014 DRC DHS data, including 28,822 women. A discrete-time event history model was used to analyze changes in the probability of adolescent motherhood during the war phases. The Cox model was used to analyze the effect of exposure to war during primary school on the risk of adolescent motherhood. The findings showed a decrease in the probability of adolescent motherhood during the First Congo War and an increase during the Second Congo War, with a stronger effect in the Kivu region. In addition, exposure to war during primary school was associated with an increased risk of adolescent motherhood, with a less pronounced effect in Kivu. Teenage marriage and early sexual activity were the main mechanisms through which exposure to war during primary school increased the risk of adolescent motherhood. The First and Second Congo Wars caused girls in the DRC to drop out of school, exposing them to early sexual debut and adolescent marriages, which ultimately led to adolescent motherhood. To reduce the prevalence of adolescent motherhood, girls in the DRC need to be followed up and supported to complete their primary education. [ABSTRACT FROM AUTHOR]

Education remains the key to development in all countries. Thus, every country is making efforts to promote education for all. However, despite these efforts, the school dropout rate continues to rise. With this in mind, this research is carried out with the aim of analyzing the factors underlying the phenomenon of school dropout in rural and urban areas. Mixed research method was carried out on one hundred and six (106) participants identified using purposive and accidental sampling techniques. Due to the similar characteristics of the population and its unknown size (exact number of students who dropped out in the two municipalities being unknown), it was logical, for statistical reasons, to determine the size of this sample accordingly. Data processing was based on an analytical model inspired by Viau’s (1999) theory of motivational dynamics and Ryan and Deci’s (1985) theory of self-determination. The results research show that a student’s environment necessarily influences his or her school life. School dropout in rural areas, unlike in urban areas, is more influenced by economic factors and those linked to the family circle. The identified specific factors imply policy decisions and interventions tailored to the needs of students in urban and rural communities.

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]

The problem of dropping out of school is very common in Indonesia. To overcome this, the education budget is allocated through the School Operational Assistance (BOS) program and the Smart Indonesia Program (PIP). Previous studies have shown that the implementation of BOS and PIP has not been effective, and there has been controversy over the significance of BOS and PIP on school dropout rates. This study aims to examine the effect of the BOS budget and PIP budget on school dropout rates in Indonesia. The study uses quantitative research methods. Data were analyzed by multiple linear regression analysis, t-test, and f-test. The results of the study show that the dropout rate tends to fall, although statistically, the BOS and PIP budgets do not have a significant effect on the dropout rate. These findings suggest that the success of a program depends not only on a certain amount of funding but also on the quality of overall program implementation. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

This study investigates school dropout, particularly the shift to open high schools in Türkiye during the pandemic, through a multi-stakeholder lens. Using grounded theory, data was collected via semi-structured interviews with 12 students, 15 teachers, and 20 school administrators. Results reveal a model linking themes: predictive reasons for transferring to open high school, both pandemic-related and unrelated, positive/negative consequences of the transition, pandemic's impact on formal education continuity, essential open high school skills, and strategies to reduce such preferences. Findings highlight the sway of exam-focused education on open high school interest, regardless of COVID-19, and emphasize the need for equitable education amidst Türkiye's pandemic challenges. Theoretical implications may infer the necessity of approaching school dropout as a multilayered dynamic issue within the cultural context. The implications also may convey the significance of policies and systems not only to reduce the rates of school dropout but also critically unpack underlying reasons to make improvements. [ABSTRACT FROM AUTHOR]

The occurrence of criminal activities has the potential to hinder socioeconomic advancement, preventing individuals from investing in human capital and pursuing employment opportunities. Our investigation focuses on the hypothesis that the NEET (not in education, employment, or training) rate is related to crime levels. Through an econometric analysis based on regional data, we examine the impact of crimes against property and against persons on NEET rates within central-northern and southern Italy, while controlling for prevalent determinants of the NEET phenomenon. Our findings reveal that, compared with prevailing discouragement factors such as youth unemployment and lack of interest in tertiary education, crime exerts a more pronounced influence on elevating NEET rates. This effect is particularly evident in the relatively less developed southern regions, where violent crimes, although relatively uncommon, may disproportionately contribute to feelings of apprehension and uncertainty regarding future prospects. [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]

The occurrence of criminal activities has the potential to hinder socioeconomic advancement, preventing individuals from investing in human capital and pursuing employment opportunities. Our investigation focuses on the hypothesis that the NEET (not in education, employment, or training) rate is related to crime levels. Through an econometric analysis based on regional data, we examine the impact of crimes against property and against persons on NEET rates within central-northern and southern Italy, while controlling for prevalent determinants of the NEET phenomenon. Our findings reveal that, compared with prevailing discouragement factors such as youth unemployment and lack of interest in tertiary education, crime exerts a more pronounced influence on elevating NEET rates. This effect is particularly evident in the relatively less developed southern regions, where violent crimes, although relatively uncommon, may disproportionately contribute to feelings of apprehension and uncertainty regarding future prospects.

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]

Although central governments, particularly in Latin America and the Caribbean, have defined reducing school dropout rates as a priority, and drawn policies accordingly, there are still young people who do not finish secondary education, and numbers are still alarming. Therefore, it is necessary to observe educational communities and analyze how they interpret and implement guidelines issued by the central government. The following study sought to describe the institutional and teaching practices deployed by four high schools in Valparaíso (Chile) in order to achieve student retention. A qualitative approach was employed. The management team, support professionals, teachers, students, and their families were interviewed. The information gathered was analyzed using the Grounded Theory. As a main finding, establishments use practices such as monitoring attendance, providing support to students facing problematic situations, and encouraging them during class, through a series of strategies. It is recommended that researchers implement this type of methodology for other study objectives, and that the central government consider these results to provide feedback on its policies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Introduction: Education is important for socioeconomic, work and health status; thus, dropping out of secondary school is of major concern. In Norway, 1 out of 5 is dropping out from upper secondary education. Academic performance is a known predictor for dropout, but the role of mental and general health status is studied less. Methods: By use of student data collected during the first school year we examined the accumulated risk of school dropout over 5 years. Students entering upper secondary school in a North-Norwegian region (Troms County) completed a comprehensive questionnaire during August 2010 (N = 1,676, 69% response rate). The contribution of mental and general health problems in predicting five-year dropout was of primary interest, adjusted for demographics and academic performance. Results: One-third of the students had dropped out after 5 years. A logistic regression analysis showed no significant effect of mental and general health problems on dropout. Among the covariates, higher grades from lower secondary education reduced the chance of dropping out (OR = 0.31; p < 0.001). Subgroup analyses showed that students in the vocational track reported poorer mental and general health, compared to students in the general track, but this difference was not related to dropout. General track students were also less likely to drop out than vocational track students (OR for dropout 0.66; p < 0.05). Discussion: In conclusion, lower grades from lower secondary education represented a warning flag for school dropout during upper secondary education whereas mental health issues were not. [ABSTRACT FROM AUTHOR]

Introduction: Understanding pupils' thoughts about leaving school may contribute to better identify those at risk of dropping out. Thus, we explored the associations between perceived psychological demands, decision control, and social support from teacher and fellow pupils, and pupils' thoughts about leaving upper secondary school. Methods: Cross-sectional data from a convenience non-probability sample of 249 pupils from 12 Norwegian upper secondary schools were collected using a school-modified version of the work-focused Job Content Questionnaire (JCQ). Adjusted logistic regression was used to analyze the data. Results: Pupils who experienced higher psychological demands and lower social support from fellow pupils were more likely to experience thoughts of leaving school compared to those who experienced lower demands and high levels of social support. Decision control was not significantly associated with thoughts about leaving school. Conclusion: High psychological demands may increase the likelihood of considering leaving school. Peer support can lessen such thoughts. Implication: Identifying whether pupils are thinking about leaving school can help identify those who are at risk of dropping out of upper secondary school. [ABSTRACT FROM AUTHOR]

Background: The aim of the present study was to assess to what extent risky substance use (RSU) acts as an important risk factor for school dropout from upper secondary school in a prospective study of Norwegian adolescents, and how externalising and internalising mental health problems influenced this association. Methods: We used data from a large population-based survey (the youth@hordaland-survey), which included adolescents aged 16–19 years. The predictor variables were self-reported RSU. The survey was linked with prospective data from the Norwegian Education Database, following the adolescents to 21–23 years of age. The outcome variable was registry-based school dropout within five years after starting upper secondary school. The analyses were adjusted for sex, age, socioeconomic status, and externalising and internalising problems. Results: After adjustment for sociodemographic variables, all indicators of RSU were prospectively associated with school dropout (adjusted odds ratios 1.26–2.25; all p values <.01). While internalising problems only slightly changed these estimates, the associations were substantially attenuated by externalising problems. Still, all measures of RSU, except frequent alcohol intoxication, remained positively associated with school dropout in the fully adjusted models. For the youngest students, all associations between RSU and school dropout were significant. Conclusions: Adolescent RSU is a strong predictor for school dropout, and externalising problems explained a considerable proportion of this effect. Prevention efforts to reduce student substance could improve academic outcomes among upper secondary school students, and such efforts may benefit from also targeting co-occurring externalising problems. [ABSTRACT FROM AUTHOR]

The phenomenon of school dropout, which entails the failure to meet the minimum educational requirements, and early marriage, which involves the marital union of girls prior to attaining 18 years of age, constitute crucial issues in Ethiopia. This research endeavor sought to identify the determinants of these two outcomes. A weighted sample of 3091 girls who had experienced early marriage and school dropout was drawn from the 2016 Ethiopian Demographic and Health Survey (EDHS) dataset and analyzed utilizing bivariate binary multilevel models featuring spatial effects. The prevalence rates of early marriage and school dropout were 62.9 % and 75.4 %, respectively. We observed non-uniform spatial distributions of early marriage and school dropout across Ethiopia. The odds ratio of the association between early marriage and school dropout was 1.39, indicating a significant interdependence of these two outcomes. The probability of early marriage and school dropout was estimated to be 1.63 and 1.18 times higher, respectively, for girls hailing from rural areas and 1.70 and 1.23 times higher, respectively, for those classified in the poorest wealth index, as compared to their counterparts. Therefore, stakeholders and policymakers must prioritize hotspots, socio-economic, and demographic factors to achieve a meaningful reduction in the incidence of early marriage and school dropout.

BackgroundGender-based violence (GBV) is a pervasive global public health concern and a violation of human rights, particularly pronounced in conflict settings where it is often used as a tool of warfare to instill fear and control populations.ObjectiveAssessment of Magnitude, Associated Factors, and Health Consequences of GBV among women living in war-affected woredas of North Shewa zone, Ethiopia, 2022MethodsA community-based cross-sectional study was conducted, involving 845 randomly selected women living in conflict zones. Data on GBV experiences over the previous 3 months were collected through interviewer-administered questionnaires developed from literature review. The collected data underwent validation, entry into EPI data, and analysis using SPSS. Findings are summarized using descriptive statistics, AOR and 95% confidence interval.ResultThe magnitude of GBV in this study was (490, 58.0%) where, (466, 55.0%) psychological violence, (254, 30.1%) physical violence, and (135, 16.0%) reported sexual violence. A majority of the physical violence, (161, 63.4%), occurred during conflict period, with (143, 56.3%) of these cases involving armed forces, and (161, 63.4%) women experiencing physical violence in their homes. Urban Residence AOR = 2.65, CI, (1.82–3.89), Educational status of Secondary education AOR = 0.33, CI, (0.19–0.57, and ≥College AOR = 0.17, CI, (0.09–0.35), Occupation of Housewife AOR = 1.88, CI, (1.20–2.94), Private employee AOR = 6.95, CI, (3.70–13.04), Gov't employee AOR = 5.80, CI, (2.92–11.50), and others (Students) AOR = 3.46, CI, (1.98–6.01), Ever had sexual intercourse AOR = 0.46, CI, (0.25–0.83), Have heard about SRH AOR = 0.59, CI, (0.40–0.89), Have had previous GBV exposure AOR = 0.24, CI, (0.15–0.38), having a previous history of sexual violence AOR = 0.30, CI, (0.16–0.57), and Number of sexual partner AOR = 1.84, CI, (1.13–2.99) were identified to be associated factors of GBV in our study area. The most commonly reported consequences of GBV were Anxiety, depression, physical injuries, self-blame, women had school dropout, and abortion.ConclusionThe study reveals a higher prevalence of GBV, resulting in profound physical, social, mental, and reproductive health challenges for survivors. To address this, multi-sectoral cooperation is advised to enhance women's empowerment, access to information, and psycho-social support in affected areas. Furthermore, national policymakers are urged to implement preventive measures during conflict and establish legal mechanisms to ensure accountability for perpetrators.

The Romanian society is currently facing numerous challenges, among which the issue of school dropout is becoming increasingly prominent. The purpose of this study is to establish the relationship between the perception and motivation of the target group (students in higher grades at risk of school dropout) to participate in the Varadinum Summer School, organized under the auspices of the University of Oradea - Faculty of Geography, Tourism, and Sport, and funded through the ROSE financing program. In this context, the organization of summer schools represents a serious alternative with beneficial effects in curbing school dropout. The obtained results will be utilized to optimize the selection process for the future target group and enhance the organizational management of the 2024 edition of the Varadinum Summer School.

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]

This study aims to explore information, discuss, and provide an overview of the causes of school dropouts in Topporeng Village, Mallusetasi Sub-District seen from the following perspective: (1) interest in going to school, (2) the economic condition of dropouts, and (3) the environment where children drop out of school. This type of research is descriptive qualitative research, where the informants taken as samples are school dropouts, and the selection of informants using a purposive sampling technique. The data collection techniques used are observation, interview, and documentation techniques. The analysis technique used was data display, data reduction, data presentation, and conclusion drawing. The results showed that the factors that cause children to drop out of school are: (1) low interest in learning, while on the other hand, the teacher’s method is less varied in teaching, so they do not understand. Also, the teacher gives a lot of assignments and children don’t do them because they don’t understand, (2) low parental income ranging from Rp 300,000-Rp 1,000,000 per month with the main job being farming and dependents between 2-5 people, and (3) the influence of peers, invitations from peers for playing which makes them skip school until they finally drop out of school. [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]

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This paper investigates the impact of internal migration on the well-being of migrants and their children in destination areas in Vietnam using the 2015 National Internal Migration Survey. Vietnam is a transition economy with rapid industrialization, which has booted the flow of migration from rural to urban areas. To rule out time-invariant factors, which may affect the estimation results, the model regressions control for district-level fixed effects, industry-level fixed effects, and age fixed effects. The authors show that migrants work longer and are less likely to have an employment contract and health insurance than nonmigrants. Although migrants are more likely to drink alcohol, they do not seem to be heavy drinkers. Meanwhile, migrant children aged 5-18 are 6.5% more likely to drop out of school than nonmigrant children. Long-term migrants have better working conditions, such as shorter working hours, verbal employment contracts, and social and health insurance. Female migrants are less likely to find a job than male migrants, and educated migrants find it easier to get a job and earn better income than uneducated migrants. The findings suggest that governments should design specific policies for internal migrants, such as integration and social protection measures, to help them overcome the difficulties they encounter. [ABSTRACT FROM AUTHOR]

Worldwide, students with a migration background are over-represented in statistics of early school leavers. Too often, educational inequalities are attributed to culture as the primary barrier to successful educational outcomes. This group tends to be regarded as potential dropout students, culminating in stigmatization and stereotyping biases. This qualitative study evaluates the perspectives of support workers using 15 in-depth interviews that reveal influencing factors. These results highlight that for many of these students, "education indeed can become secondary" in light of the many struggles and structural barriers they face. The need for a more holistic perspective on the challenges faced by students with a migration background throughout education is emphasized. [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]

At the global level, school dropout represents an important concern of specialized research within the educational issue as a whole, a fact explained by the very high percentage of young people who do not complete their studies. Every school organization tries to own and successfully implement an effective school dropout management system to achieve the expected results, in accordance with the harmonization of the needs, interests, aspirations and expectations of the entire school community, but also of the society in general. This study aims to identify differences in the challenges faced by stakeholders dissatisfied with the dropout management (N=96) and those in the highly satisfied group (N=260). A series of statements were evaluated by the participants and the comparison was accomplished with the help of t-test for independent groups. We confirmed statistically significant differences for all challenges presented. [ABSTRACT FROM AUTHOR]

In this study, according to the views of teachers and administrators, the reasons why students drop out of school and the measures to be taken for these reasons were revealed. Based on the data obtained, the reasons for students' dropout are divided into three groups as follows: individual reasons, family-related reasons, and reasons arising from the education system and Ministry of National Education policies. This study was conducted as a qualitative research and semi-structured interview method was used by the researcher to collect the data. In addition, "maximum diversity" sampling, one of the purposeful sampling methods, was preferred in this study. This research was conducted with the participation of 20 administrators and teachers in Nilüfer district of Bursa province. The research was conducted in the 2022-2023 academic year and with this study, solutions were developed for the causes of the problem according to the opinions of administrators and teachers working in secondary education institutions on school dropout.Every step to be taken to find a solution to the secondary school dropout problem in secondary education institutions will be beneficial to solve the problem and that the decrease in dropout rates will contribute to a sustainable economy for our country and a generation that grows up physically and mentally healthy. [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]

Abstract Historically, the Latin American region presents evident social and educational inequalities that are represented in the educational trajectories of its youth populations; conditions that seem to be exacerbated in a pandemic. The objective of this text is to analyze the situation of secondary education in Latin America and in Argentina, in particular. To that end, regional data is provided referring to the family educational environment, geographical region, age and the characteristics of the educational institution matrix that refer to and constitute abandonment processes. Finally, this article advances on a series of contributions as to young people and feelings in pandemic context that endow the conclusions aimed at exploring renewed lines of approach to the study of education and youth.

IntroductionUnderstanding pupils’ thoughts about leaving school may contribute to better identify those at risk of dropping out. Thus, we explored the associations between perceived psychological demands, decision control, and social support from teacher and fellow pupils, and pupils’ thoughts about leaving upper secondary school.MethodsCross-sectional data from a convenience non-probability sample of 249 pupils from 12 Norwegian upper secondary schools were collected using a school-modified version of the work-focused Job Content Questionnaire (JCQ). Adjusted logistic regression was used to analyze the data.ResultsPupils who experienced higher psychological demands and lower social support from fellow pupils were more likely to experience thoughts of leaving school compared to those who experienced lower demands and high levels of social support. Decision control was not significantly associated with thoughts about leaving school.ConclusionHigh psychological demands may increase the likelihood of considering leaving school. Peer support can lessen such thoughts. Implication: Identifying whether pupils are thinking about leaving school can help identify those who are at risk of dropping out of upper secondary school.

IntroductionEducation is important for socioeconomic, work and health status; thus, dropping out of secondary school is of major concern. In Norway, 1 out of 5 is dropping out from upper secondary education. Academic performance is a known predictor for dropout, but the role of mental and general health status is studied less.MethodsBy use of student data collected during the first school year we examined the accumulated risk of school dropout over 5 years. Students entering upper secondary school in a North-Norwegian region (Troms County) completed a comprehensive questionnaire during August 2010 (N = 1,676, 69% response rate). The contribution of mental and general health problems in predicting five-year dropout was of primary interest, adjusted for demographics and academic performance.ResultsOne-third of the students had dropped out after 5 years. A logistic regression analysis showed no significant effect of mental and general health problems on dropout. Among the covariates, higher grades from lower secondary education reduced the chance of dropping out (OR = 0.31; p

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.

It is almost universally recognized that sustainable development is fundamental to the future of humanity. Its implementation does not depend only on the economic possibilities and availabilities, on the level of material development of each state and, above all, on the human factor, on the degree of knowledge, understanding and practical application of this desired, from the individual, community level local, regional and national. This is largely determined by the level of education of individuals and the population as a whole. From this point of view in the European Union there are gaps in some significant cases. In this context, our paper analyzes the disparities and similarities between the EU states, as well as the identification of Romania's place through the lens of the population's involvement in education.

Talking about temporary or permanent dropout in secondary school implies reviewing the internal and external factors that limit the permanence of students. This research article with a qualitative approach, according to the hermeneutic method of discourse analysis and the focus group technique, aims to understand the exposure factors involved in school dropout in eight secondary schools in La Laguna (Durango, Mexico). Among the results, it was found that the family context, the socioeconomic stratum and the low teacher expectations expose students to school dropout; on the other hand, gender, backwardness, disability and extra-age do not affect disaffiliation from educational centers. It is concluded that the trusting school climates that encourage and encourage the teaching staff are incentives for the continuity of the students in the schools.

This article provides a theoretical analysis of the inadequate behavior of some teachers, that can generate a series of harmful changes that can be found in the attitudes that their students show towards the educational institution, and towards the opportunity and purpose of their presence within it. Upon a more in-depth symptomatological analysis, it can be seen that they can be reflected in at least three variants of school behavior: the variant non-antisocial behaviour, when there is a low degree of dangerousness in relation to the educational institution turnacy, school absenteeism, school dropout), the variant of asocial behaviour, (acts of school vandalism, opposition and insubordination to the school authorities) and the variant of conduct with a pronounced antisocial character.

One of the central issues of our age is early school leaving. In this paper it was decided to analyze to what extent early school leaving involves the Roma, one of the most marginalized social groups. The basic hypothesis, which has been advanced in close connection with the field research, is that the perception of the representations of Roma families and teachers can be mediated through an integrated planning, based on public-private partnership entrusted to the institutions and to the organizations present and active in the area, in order to guarantee the maintenance of individual and collective differences and by promoting mutual understanding. The aim of the research is to observe whether the effects of an integrated planning, where Roma are an active part, are useful for deconstructing that stereotype which feeds on cultural essentialities to justify marginalization and early school leaving. The EU in its 2019 report confirmed that more Roma children participate in early childhood and primary education (53% in 2016, compared to 47% in 2011). On the other hand, there are fewer premature abandonments (68% in 2016, and 87% in 2011). The research showed that integrated planning between Roma and the school community already represents an action of social integration, capable of enhancing and recognizing differences, while generating a decrease in dropouts and greater social inclusion.