The International Observatory on Academic Achievement - Documentary search

File number :
CS-DSC-28e

Bibliographic reference :
Robertson, A., & Collerette, P. (2006). L’abandon scolaire au secondaire : prévention et interventions. Revue des Sciences de l’Éducation, 31(3), 687-707.

Abstract :

The Problem of School Dropout
Defined as a student’s act of leaving school definitely prior to obtaining a diploma, school dropout is a growing phenomenon in Quebec. In 2003, more than one in three male students and more than one in four female students did not complete high school with a diploma. This situation can lead to adverse consequences for school dropouts, such as social, economical and health problems, as well as for society, such as the reduced ability of a country to compete and fewer benefits drawn from education.

The authors of this article highlighted the essential points of various studies on school dropout such as prevalence, causes and risk factors. They presented their thoughts following a three-year project during which school administrators ready to take steps to reduce dropout in their schools were monitored.

Two Major Courses to Prevent and Reduce School Dropout
According to the authors, two major complementary courses likely to prevent and reduce school dropout emerged from these studies: identification of potential dropouts and improvement of school organization and functioning.

1. Identification of Potential School Dropouts
Although there is no single profile of potential dropouts or causes underlying the phenomenon, school dropout typologies help to define at-risk clienteles and better adapt interventions to each student in order to enhance the likelihood of successful interventions (differential interventions).

One typology, referred to as the Janosz typology, is organized into four types of school dropouts: the quiets (academic achievement slightly under average), the maladjusted (negative academic and psychosocial profile), the disengaged (poor motivation) and low achievers (school disengagement and learning problems).

In contrast, the Fortin typology is based on psychosocial interaction and defines four types of school dropouts: (1) the covert behaviour type, (2) the uninterested in school type, (3) the school and social adjustment difficulties type and (4) the depressive type.

2. Improvement of School Organization and Functioning
School organization and functioning have clearly been defined as having a determining role in students’ intention to drop out. The quality of school environments appears to be even more determining for some students, especially those who do not benefit from adequate support and those living in less stimulating environments.

Effective Intervention
According to the authors, these two components must be addressed at once to act upon school dropout effectively through specific interventions aimed at at-risk students (corrective measures). Likewise, interventions must be established to foster a type of school organization and functioning in which all students can enjoy a positive school experience (preventive measures).

With regard to interventions with students, the authors presented various measures to screen at-risk students. They also suggested some intervention tools, such as a set of promising measures formulated as part of a school administration monitoring project and three intervention programmes directed at students at risk of dropping out, including two high school programmes, Y a une place pour toi! (there is a place for you) and Les petits pas (small steps), and one elementary school programme, Le PARC (Programme d’autocontrôle, de résolution de problèmes et de compétence sociale – self-control, problem solving and social skill programme).

With regard to interventions in school organization and functioning, the importance of adopting a global strategy was emphasized. The experience of monitoring school administrations highlighted the importance of improving pedagogical practices and student guidance measures.

Again based on this experience, the authors concluded by suggesting principles likely to counter school dropout with regard to screening and interventions as well as school organization and functioning.

Key Words :
School Dropout, Typology of School Dropouts, Potential School Dropouts, At-risk Students, Screening, Differential Intervention, Intervention Programmes, School Organization, School Functioning, Newsletter5

Monitored Countries :
Quebec (Canada)