Student Profiles and Associated Factors of Their Adaptation or Risk of Dropout during Remote Teaching Amidst the Covid-19 Pandemic

Abstract

School closure and remote teaching were the alternatives several governments found amidst the Covid-19 crisis. Alongside the students’ varying socioeconomic circumstances, this situation made them have distinct learning experiences during the pandemic. Some students could adapt, while others showed the possibility of dropping out. This article presents a cluster analysis to help deepen the discussion and further elaborate on the profiles of the students who adapted, became resilient or were at risk of dropping out according to the perception of parents or guardians in the context of the pandemic. Based on these three profiles, the multinomial logit model was used to estimate the factors that influenced which category students would fall in. The data belong to the ‘Survey of Non-Presential Education in the Perspectives of Families and their Students’ (PENP) and are nationally representative of children enrolled in Brazilian public elementary and high schools. The results point to a positive association between the ‘adapted’ profile and female students, as well as the guardian’s income and level of education. In addition, students with remote activities and access to equipment such as computers, Internet, and broadband connection were at lower risk of dropping out.