Abstract
In order to develop individual or systems-wide interventions for the primary prevention of school dropout, it would be helpful to have a conceptual model that focuses on the interaction between the school and those pupils considered at risk. By analyzing the interaction patterns that lead up to early school leaving, dropout can be seen as a behavior, not a predetermined characteristic of certain students. Four broad pathways are proposed; these are not causal explanations, but types of developmental progression for which school dropout is a likely eventual outcome. The model discussed herein has implications for generating practical strategies to prevent school failure in individual pupils, and offers special services providers a rationale for supporting better defined programmatic school reforms and policies.
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