SCHOOL DROPOUT: CAUSES, CONSEQUENCES, AND STRATEGIES FOR PREVENTION

نویسندگان

  • Irene Skenderidou School of MEd, University of Nicosia, 46 Makedonitissa Avenue, CY-2417, Nicosia, Cyprus
  • Stefanos Leontopoulos Directorate of Secondary Education of Larissa, Vocational Upper Secondary School of Elassona, end of Mavrodimou I. str., 40200, Elassona, Greece
  • Nikolaos Stafylis Directorate of Secondary Education of Larissa, 7th Vocational Upper Secondary School of Larissa, Drosi and Paioniou str., 41335, PO box 2118, Larissa, Greece
  • Prodromos Skenderidis Directorate of Secondary Education of Magnesia, Pilot Vocational Upper Secondary School of Velestino, End of Riga Feraiou Companions, Velestino, Greece

DOI:

https://doi.org/10.46827/ejes.v12i11.6279

کلمات کلیدی:

school drop-out, strategies, prevention, teaching, education

چکیده

School dropout remains a persistent and complex global challenge with profound implications for individuals, communities, and national economies. Despite significant progress in expanding educational access, recent studies (2023–2025) indicate that dropout rates continue to be strongly correlated with poverty, familial instability, and limited access to educational resources. Students from socioeconomically disadvantaged backgrounds are disproportionately affected by food insecurity, transportation challenges, and insufficient academic support—factors that significantly heighten their risk of prematurely exiting the educational system. Beyond these socioeconomic determinants, institutional factors such as disengaging curricula, overcrowded classrooms, strained teacher-student relationships, and bullying further erode student motivation and engagement. Psychological challenges—including depression, low self-esteem, learning difficulties, and substance abuse—are also critical predictors of dropout, particularly among secondary and tertiary-level students. Additionally, cultural and contextual elements, such as migration status, minority group membership, and environmental instability, exacerbate dropout risks in specific populations. The repercussions of school dropout are extensive. At the individual level, it often results in reduced employment opportunities, diminished lifetime earnings, and adverse mental and physical health outcomes. Societally, it contributes to heightened unemployment rates, deepened social inequality, and increased susceptibility to criminal behavior and civic disengagement. Addressing this multifaceted issue requires comprehensive, multi-tiered interventions that incorporate early warning systems, the cultivation of supportive school environments, and strong collaboration among families, schools, and communities. Emerging solutions such as the application of artificial intelligence and predictive analytics for early detection, behavioral “nudging” techniques, and second-chance educational initiatives underscore the necessity of framing dropout prevention as a social imperative intimately connected to equity, inclusive development, and long-term societal wellbeing.

 

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بیوگرافی نویسندگان

  • Irene Skenderidou، School of MEd, University of Nicosia, 46 Makedonitissa Avenue, CY-2417, Nicosia, Cyprus

    Irene Skenderidou holds a BSc in Food Science and is currently employed in the food industry, while simultaneously completing her MSc studies in Special Education. Her academic and professional interests extend across formal and non-formal education, with a particular emphasis on inclusive and alternative pedagogical approaches. She has authored the article “Functional Food Ingredients Enhancing Immune Health”, reflecting her dual expertise in nutrition sciences and education. Her current research focuses on the educational integration of socially vulnerable groups, highlighting the intersections of special education, social equity, and lifelong learning.

  • Stefanos Leontopoulos، Directorate of Secondary Education of Larissa, Vocational Upper Secondary School of Elassona, end of Mavrodimou I. str., 40200, Elassona, Greece

    Stefanos Leontopoulos holds a PhD in Plant Protection from the School of Agriculture of the University of Reading, U.K., and two Master's degrees in Plant Protection and Environmental Management from the Faculty of Agriculture of the University of Reading, and the Open University of Cyprus, respectively after completing his undergraduate studies in the Department of Plant Production of the Technological Educational Institute of Larissa. He is an educator who has academic experience in various Universities and institutions in Greece, and nowadays is an educator in the Directorate of Secondary Education in Larissa’s region. He has participated in various research projects related to crop production, food technology, and pedagogical issues by authoring 67 publications in peer-reviewed scientific journals, as well as in proceedings of Greek and International conferences. His publications are linked to the ResearchGate account: https://www.researchgate.net/profile/Stefanos-Leontopoulos

  • Nikolaos Stafylis، Directorate of Secondary Education of Larissa, 7th Vocational Upper Secondary School of Larissa, Drosi and Paioniou str., 41335, PO box 2118, Larissa, Greece

    Nikolaos Stafylis holds a degree in Forestry Science and postgraduate qualifications in related fields. He has served for several years as a manager at Vocational Upper Secondary Schools (EPAL) within the Directorate of Secondary Education in the Larissa region. He is currently the Director of one of the largest regional EPAL in Thessaly. His professional trajectory combines academic expertise in the agricultural sciences with extensive administrative practice, particularly in school leadership, management, and implementation of educational policy. This dual background provides a solid foundation that informs and enriches the depth, rigor, and applied relevance of his research in vocational education and educational leadership.

  • Prodromos Skenderidis، Directorate of Secondary Education of Magnesia, Pilot Vocational Upper Secondary School of Velestino, End of Riga Feraiou Companions, Velestino, Greece

    Prodromos Skenderidis holds a degree in Food Technology and is an educator and researcher specializing in Food Science, Nutrition, Public Health, Hygiene, and Epidemiology, holding a PhD from the Medical School of the University of Thessaly. He has more than a decade of teaching experience in tertiary education and currently serves in the Directorate of Secondary Education of Magnesia, at the Pilot Vocational Upper Secondary School (PEPAL) of Velestino. His research interests focus on sustainable extraction technologies, functional foods, and the promotion of health and nutrition through innovative approaches. He is also actively involved in the educational integration of food and health sciences within vocational training. His scientific publications are available on Google Scholar.

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دانلودها

چاپ شده

2025-09-16

شماره

دوره 12 شماره 11 (2025)

نوع مقاله

Articles

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