The International Observatory on Academic Achievement - Documentary search

File number :
CS-DSC-26e

Bibliographic reference :
Christenson, S.L., & Thurlow, M.L. (2004). School Dropouts: Prevention Considerations, Interventions, and Challenges. Current Directions in Psychological Science, 13(1), 36-39.

Abstract :

Although a considerable amount of research deals with factors likely to affect students at risk of dropping out, the authors of this article affirm that the school dropout phenomenon is not always examined adequately. Indeed, research findings point to an increase in the scope of this phenomenon and its individual and social repercussions, while emphasizing that researchers, policy makers and teachers should pay more attention to the problem. The authors provided an overview of elements to consider when implementing means for prevention and intervention, and presented particular challenges to be met.

Prevention
Five considerations should be taken into account when developing school dropout prevention programs:
1) Dropout as a process – Early and sustained intervention is integral, because dropping out is the result of a gradual disengagement process that begins very often in the first years of school;

2) The role of context – More particularly, school (e.g., school discipline policy) and family (e.g., parental support, level of expectations transmitted by parents) contexts;

3) Alterable variables – Researchers are increasingly interested in variables that can be readily changed (e.g., behaviour and attitudes that reflect students’ connection to school);

4) An orientation towards completion and engagement – Here focus is more on the development of student competencies and level of engagement than on merely preventing dropping out (emphasizing students’ strengths over their deficits);

5) The importance of quality empirical evidence – A certain lack of rigour is often observed in research dealing with prevention and intervention programs.

Interventions
In order to ensure the effectiveness of intervention with students at risk of dropping out, schools should work particularly at providing personalized education, fostering significant relationships among students, teachers and peers, creating a supportive environment, encouraging the development of students’ problem-solving skills, providing opportunities for success in schoolwork and providing special help to students with personal problems.

Challenges
There is a great need for more research to ensure that programs implemented to offset the school dropout are based on sound empirical evidence.

Certain elements must be considered in programs. First, student mobility associated with school dropout, raises the importance of implementing interventions that sustain continuity from one school to the other.

Second, the percentage of students who earned a diploma is currently being defined based on completion in four years; according to the authors, this definition should be reviewed. For instance, the scope of this definition reduces the value given to completion in more than four years or through options other than those officially recognized.

The authors conclude by emphasizing that focusing on cognitive, psychological and behavioural engagement and academic engagement is instrumental to the achievement of all students.

Links :
This journal is also available in electronic format.

Key Words :
Prevention Programs, Intervention Programs, Completion, Empirical Evidence, Mobility, Engagement, School Context, Family Context, School Environment, Newsletter3

Monitored Countries :
United States