Dropping out of school: A review of intervention programs

Prevatt, Frances; Kelly, F. Donald

doi:10.1016/s0022-4405(03)00087-6

Cited by 92 publications

(86 citation statements)

References 41 publications

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“…The importance of social interactions is also emphasised in previous studies' findings where one of the best preventive measures is the improvement of social support, i.e. creating a social network within school (Prevatt & Kelly, 2003;White & Kelly, 2010). It has been shown that by means of creating a peer mentor system and greater involvement of adults in establishing a positive atmosphere in class, student attrition can be substantially decreased.…”

Section: Introductionmentioning

confidence: 99%

Familial and individual reasons for student dropout: Schools’ perception

Videnović¹,

Lazarević²

2017

Psihol istra

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The main objective of the research was to identify individual and familial factors students cite as the reasons for dropping out of school or being at the risk of doing so. We interviewed a total of twelve students who dropped out of school or are at the risk of dropping out of primary (six students) or secondary school (six students) and four parents. A semi-structured interview was used. We singled out four categories of students, determined by their perception of the reasons for dropping out of school. Those categories included: underage pregnancy, assuming a parental role, problematic behaviour (thefts, fights) and weak motivation for school and learning. It seems justified to look for a typology of dropout cases since each of the selected groups of students requires specific preventive measures in order to secure continuation of their education. Furthermore, research has shown that, when it comes to their children dropping out of school, parents tend to blame the child's character traits they deem unchangeable. The failure of school staff to help the child further encourages this belief in parents.

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Section: Introductionmentioning

confidence: 99%

Familial and individual reasons for student dropout: Schools’ perception

Videnović¹,

Lazarević²

2017

Psihol istra

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“…Over the past decades, numerous studies have been investigating why some students drop out of the education system (Lansford, Dodge, Petit & Bates, 2016;Prevatt & Kelly, 2003;Rumberger, 1995;Rumberger & Lim, 2008). In some, the question was raised having in mind the overall need to increase the size of qualified work force in the labour market (Wehlage & Rutter, 1985), while others followed the idea of equity in education, especially in the studies from the mid 90-ties (e.g., Castelli, Ragazzi & Crescentini, 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In some, the question was raised having in mind the overall need to increase the size of qualified work force in the labour market (Wehlage & Rutter, 1985), while others followed the idea of equity in education, especially in the studies from the mid 90-ties (e.g., Castelli, Ragazzi & Crescentini, 2012). Regardless of the nature of the inquiry, researchers do agree that interrupting one's process of education and leaving the system is associated with a number of risk factors both at the student level and the school level, and with further negative life outcomes (Dynarski & Gleason, 2002;Lansford et al, 2016;Pavlović Babić et al, 2013;Prevatt & Kelly, 2003;Rumberger, 1995;Rumberger & Rotermund, 2012;Witte, Cabus, Thyssen, Groot & van den Brink, 2013).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Developing a model for dropout prevention and intervention in primary and secondary schools in Serbia: Assessing the model’s effectiveness

Markovic-Cekic¹,

Radišic²,

Jovanovic³

et al. 2017

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The paper focuses on investigating the dropout phenomena and the need for its prevention and reduction within Serbian pre-university education. Understanding dropout as a multidimensional and system-level phenomenon, we offer a model for dropout prevention and intervention. The model considers the characteristics of schools in Serbia, together with the diversity of children under risk. Based on the findings from primary and secondary voc ational schools 2 where the model was piloted, we focus on the model's effectiveness as related to a reduction in the dropout rate, absenteeism, and grade repetition, together with the rise in students' overall achievement at the school level. The results suggest the model is largely effective in the reduction of dropout rate, absenteeism, and grade repetition, with some ambiguous findings in regard to the rise of students' achievement in primary schools.

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“…First, Prevatt and Kelly (2003) conducted a literature review on dropout prevention strategies. Based on 259 articles published between 1982 and 2002, the most frequent intervention strategies were categorized as academic engagement, psychosocial skills development, mentoring, and parent/teacher behavior management training.…”

mentioning

confidence: 99%