School Dropout Research Articles

Effectiveness of Smartphone App for the Treatment of Pediatric Obesity: A Randomized Controlled Trial.

Pediatric obesity treatment is based on high-intensity lifestyle counseling. However, high dropout rates and low effectiveness have been reported, even in specialized centers. Mobile health technologies have been used to overcome these limits with contrasting results. This study aims at evaluating the effectiveness of a six-month intervention with a mobile app for the treatment of pediatric obesity at 6 and 12 months of follow-up. Seventy-five patients were randomly assigned to standard care or standard care plus mobile app (2:1) using an online randomizer system. The mobile app delivered high-intensity lifestyle counseling for diet and physical activity. At six months of follow-up, the M-App group showed significantly lower dropout rates compared to standard care (p = 0.01). The risk of dropout was significantly higher in controls compared to the intervention group (OR 3.86, 95% C.I. 1.39-10.42, p = 0.01). After one year, we observed lower albeit non-statistically significant dropout rates in the M-App compared to the standard care group (p = 0.24). No differences were observed in z-score BMI and percentage of BMI reduction between the two groups. Our findings suggest that the mobile app might help in the clinical management of children and adolescents with obesity in terms of dropout reduction.

Religious Guidance and Character Education for School Dropouts at the Social Rehabilitation Center

Religious Guidance and Character Education for School Dropouts at the Social Rehabilitation Center

EVASÃO DOS ESTUDANTES DA EDUCAÇÃO DE JOVENS E ADULTOS NOS ANOS FINAIS DO ENSINO FUNDAMENTAL.

The present dissertation deals with “Evasion of students from youth and adult education in the final years of elementary school. School evasion and dropout are problems that are present in several discussions in relation to secondary education and mainly referring to the modality of youth and adult education, since the course is carried out in a short period of time. Dropping out of school is a phenomenon that takes thousands of students out of school who may become future excluded from society and the job market. Data from such materials supported the study on the subject. Thus, the main objective of the research seeks to analyze the causes of evasion in the final stages of Elementary Education in the EJA modality. For that, an exploratory research of a qualitative nature was used. The studies carried out made it possible to reflect on these causes, as well as to make it possible to reflect on the adoption of actions that make it possible to combat dropout and school dropout in the classroom.

A Comparative Analysis of School Dropout Causes in Rural and Urban Romania

A Comparative Analysis of School Dropout Causes in Rural and Urban Romania

Models of Valuing Used by Christian Religious Education Teachers to Enable Secondary School Learners Acquire Social, Spiritual and Moral Insights Secondary Schools in Kenya

This investigation was motivated by the extant evidence which indicates that social, economic and political vices are on the rise in Kenya. For example the Kenya police report indicates that nationally crime among the youths stood at 22% between the years 2004 and 2006 from 08% in the period 1998 to 2003. Kisumu East was among the most hit areas with the crime index at 38% in 2006. In addition to this school dropout stood at 31% whereas HIV and AIDS prevalence stood at 12.5% in the same period. This scenario created a need to examine the mechanisms put in place by the Kenyan society to enhance moral growth of the learner more so in Kisumu East district. The study sought to determine the valuing methods used by the Christian Religious Education (C.R.E) teachers in secondary schools with the view of establishing whether or not, the methods equipped the learners with the ability to use valuing models in societal context. The design of the study was descriptive survey and it was conducted in Kisumu East District of Nyanza Province in the Republic of Kenya. The study population consisted of forty seven schools, forty eight teachers and three thousand two hundred and twenty five form two students. Using stratified sampling technique, fifteen mixed secondary schools, five from each of the three administrative units in the district were randomly selected for the study. A population of three hundred and forty three students determined by use of the Fischer formula and then simple randomly sampled formed the sample. Added to the above sixteen C.R.E teachers within the study schools were sampled purposively for the study. Data was collected as follows: the teachers were observed using a rating scale as they taught C.R.E. Secondly, the learners were given a test to ascertain their affective achievements with regards to value identification in societal context and an in-depth interview was conducted with the teachers. Data was also generated through documents analysis in which the teacher's schemes of work, the syllabus and curriculum guides were scrutinized to determine their adequacy in addressing the learners' value needs. To ensure the usefulness of the instruments in collecting data, they were piloted to ascertain their reliability. They were also critiqued and corrected by the experts from the faculty of Education to determine their face validity. Quantitative data was analyzed by use of descriptive statistics such as frequency counts, means and percentages then presented in form of tables. Information from the interviews and documents was analyzed qualitatively by transcription and organization into categories as per the emergent themes then reported and presented in narrative form. The research revealed that the teachers were not acquainted with the valuing models that are supposed to be used in teaching morals to enable learners to acquire social and spiritual insights in societal context. The research concluded that moral decadence experienced in Kisumu East district is due to teachers' inability to use the right valuing models of teaching values using C.R.E. Due to this, there is an urgent need to review the C.R.E. teaching curriculum guide to emphasize on valuing skills. The findings of this study are useful to the designers of curriculum at Kenya Institute of Curriculum Development, the Quality Assurance and Standards Officers in the Ministry of Education as well as the C.R.E teachers in a secondary school classroom since it contributes to the theory and practice of value education.

Beyond the Horizon: Understanding Rural Secondary School Dropout through Case Studies

Despite numerous initiatives targeted to improve education outcomes, secondary school dropout rates in rural India remain a tenacious challenge. This paper sheds light on the underlying causes of dropout rates in rural areas through a qualitative case study approach. Drawing on in-depth interviews with rural students and their parents, this study examines the interplay of poverty, gender disparities, lack of access to quality education, and social expectations that contribute to students' decisions to leave school. The findings disclose the nuanced and complex ways various dynamics intersect and influence a student's educational trajectory. By exploring the personal, familial, and community factors that shape educational experiences, this study intends to contribute to a more comprehensive understanding of the dropout phenomenon in rural India. The findings have implications for policymakers, educators, and community leaders seeking operative strategies to address this prominent issue.

Epilepsy Among School-Children in a Rural District in Northwest India: Prevalence Estimates Using Three Different Approaches.

To estimate and compare the prevalence of epilepsy during childhood using several approaches and also to determine whether school-based screening campaigns can capture epilepsy cases efficiently. Epilepsy prevalence determined from cases captured through the Rashtriya Bal Swasthya Karyakram (RBSK), a nationwide school-health screening framework, were compared with estimates derived from school- and community-based surveys in one Indian district. Level-1 screen comprised perusal of child health registers maintained by the RBSK teams over one year to estimate the documented number of children with epilepsy; Level-2 screen comprised a questionnaire-based school survey among 10,000 school children; and Level-3 screen-a door-to-door community-based survey among 10,000 children in the district. Prevalence estimates of childhood epilepsy varied significantly across screening methods. The child health register identified lower crude and age-adjusted prevalences of 40 (95%CI, 24 to 55) and 36 (95%CI, 20 to 51)/1,00,000 vis-à-vis both the school survey [crude and age-adjusted prevalences of 354 (95%CI, 221 to 487) and 340 (95%CI, 181 to 517) per 100,000] and the community survey [crude and age-adjusted prevalences of 759 (95%CI, 591 to 927) and 746 (95%CI, 579 to 914) per 100,000]. The community survey identified 15 children with epilepsy (20%) who had dropped out of school. Also, it recaptured a small number of children previously identified by the school or child health register surveys. The present findings underscore the need to scale up the capacity of public programs to screen epilepsy among school children and underline the high frequency of school dropouts among children with epilepsy in resource-limited settings.

Widely used screen for cognition gets poor score in AUD cases

Accurately measuring cognitive impairment in patients with alcohol use disorder (AUD) can make a huge difference for treatment, both in identifying patients at high risk for dropout and tailoring interventions to individuals' abilities. Newly published research suggests, however, that a popular screening tool designed to bypass the need for a comprehensive neuropsychological assessment falls short in detecting cognitive impairment in AUD.

The meaning of social work leadership. A local development process to enhance social services and reduce school dropout

ABSTRACT The study presents findings about social work leadership from a formative dialogue research project following an ongoing service development project in a Norwegian social services office. From observation of team meetings and individual interviews with the leader and middle managers the study contributes to research on the meaning of social work leadership when changes are made within an organization. Traditional leadership theories often focus on individual leadership qualities, grounded in binaries of leaders and followers, but this study’s findings support newer theoretical approaches that underscore the importance of approaching leadership within a social constructivist framework, highlighting the processual and relational aspects of leadership. The study adds to the call for more qualitative studies that capture the complexity of social work leadership. One particular finding in this regard is narrativity as a promising approach for the understanding of leadership as co-production between stakeholders. The study has implications for both practice and education, as it is relevant for understanding leadership issues in social work contexts, which should to a greater extent be a topic in social work education.

Variance in Learners Expectation and School Dropout in Selected Secondary School in Kashongi Sub-County, Kiruhura District

This article examines the variance of learners’ expectations and school dropout in selected secondary schools in Kashongi Sub-county of Kiruhura District, Uganda. The article revealed that parents in disadvantaged districts still experience difficulty keeping their children in school. This is because, due to harsh climatic conditions and low socio-economic status, parents do not have enough money to pay for school expenses such as school uniforms, stationery, and building funds, among other school expenses. In light of this, the study recommends expanding the current free primary education to secondary schools. Furthermore, it is crucial to inform parents about the bursaries’ existence, given the current lack of publicity. Clarify the bursary award criteria to ensure all parents are eligible to apply. These measures would have the net effect of reducing dropout rates among secondary school students due to their inability to pay for school fees. The fact that all respondents ranked lack of money for school expenses as the most influential school-based factor suggests this. Finally, the government of Uganda in collaboration with NGOs can assist parents to start up small businesses through micro financing. Through this effort, the parents can enable the students to attend most of their school lessons, which eventually leads to good performance. Keywords: Learners’ expectations, Micro-financing, School dropouts, Socio-development, Students.

Fostering an enabling environment for Learners with Special Needs in rural primary schools in Lesotho

Successful inclusion of Learners with Special Educational Needs in mainstream teaching and learning is a challenge globally. This study explores fostering an enabling environment for Learners with Special Educational Needs in rural primary schools in Lesotho. Data for the study were collected using a qualitative approach using a case study design, and analysis was done through Thematic Analysis. Thirteen teachers from two primary schools in the rural community and two officials from the Ministry of Education and Training purposively were selected in Lesotho and participated in this study. Focus group discussions and one-on-one semi-structured interviews were used as instruments for data collection. Thematic results showed that teachers’ inflexibility hindered the creation of an enabling environment in terms of infrastructure and poor allocation of resources, which were critical challenges to support LSEN in their daily teaching and learning activities. The results revealed that not enabling environments and the unavailability of relevant resources increase the number of dropouts in schools among LSEN. The results further revealed that the lack of pertinent training for regular teachers to help special education learners succeed effectively handicapped the education of LSEN in mainstream teaching and learning. Therefore, the study recommends that teachers be given continuous workshops by MoET and in-service training to fill the gaps in special education programmes and produce teachers who can be relevant in inclusive teaching and learning in Lesotho's primary mainstream schools, particularly rural schools.

Exploring the multifaceted vulnerabilities of female street child labor in the capital city of Bangladesh

Numerous children experience vulnerability due to their families' profound economic and socio-economic hardships. Among this demographic, females face heightened susceptibility, particularly those engaged in child labor. Dhaka, the capital city of Bangladesh, hosts a substantial population of female child laborers, compounding their precarious circumstances. Hence this study utilizes a qualitative phenomenological approach to investigate the vulnerabilities affecting these female child laborers thoroughly. A total of 25 in-depth interviews were conducted with female child laborers in Dhaka city, following a semi-structured format. NVivo 14 software was instrumental in the systematic coding and analysis of the extensive text data, enhancing the reliability and validity of the findings. This study, therefore, explores various vulnerabilities faced by female child laborers in Dhaka city, including risky health behavior, abusive behavior, sexual harassment, school dropout, unhygienic dietary habits, hazardous work conditions, and substandard living environments. Their socio-economic conditions make them susceptible to physical and mental setbacks, exploitation, and loss of dignity. The study emphasizes the necessity for comprehensive support and breaking the cycle through educational, health, and social initiatives. It offers a detailed portrayal of the living conditions of female child laborers in Dhaka city, providing valuable insights and evidence-based policy prescriptions for policymakers and Non-Government Organizations to formulate effective policies and measures to safeguard this vulnerable community.

Educational exclusion and socio-cultural constraints for tribal women in the Ganderbal district

Using a phenomenological approach, this study aims at understanding tribal females' educational deprivation due to socio-cultural limitations. The study, conducted in the Ganderbal district of Kashmir in 2022, included 30 women. A semi-structured interview schedule and observation method was used to collect data, which was analyzed with Moustakas' modified Stevick-Colaizzi-Keen phenomenological approach. We identified four themes associated with women's challenges in their communities: (a) poverty, domestic duties, and co-education challenges, (b) cultural and structural barriers, (c) economic exploitation, early marriage, and gender bias and (d) intersection of marginality. Deep-seated cultural norms favoring men's education and relegating women to domestic roles hampered tribal women's access to education. These norms, in turn, resulted in detrimental practices such as child marriage, forced labor, child labor, exclusion from the market, social alienation, exploitation and backwardness, poor decision-making power, and increasing school dropouts. To promote educational inclusion among tribal members, it is necessary to implement National Education Policy (NEP)-2020 fully and make both tribal men and women aware of the impact of socioeconomic and cultural exclusion on their mobility.

Predicting Student Dropout Rates Using Supervised Machine Learning: Insights from the 2022 National Education Accessibility Survey in Somaliland

High student dropout rates are a critical issue in Somaliland, significantly impeding educational progress and socioeconomic development. This study leveraged data from the 2022 National Education Accessibility Survey (NEAS) to predict student dropout rates using supervised machine learning techniques. Various algorithms, including logistic regression (LR), probit regression (PR), naïve Bayes (NB), decision tree (DT), random forest (RF), support vector machine (SVM), and K-nearest neighbors (KNN), were employed to analyze the survey data. The analysis revealed school dropout rate of 12.67%. Key predictors of dropout included student’s grade, age, school type, household income, and type of housing. Logistic regression and probit regression models highlighted age and student’s grade as critical predictors, while naïve Bayes and random forest models underscored the significance of household income and housing type. Among the models, random forest demonstrated the highest accuracy at 95.00%, indicating its effectiveness in predicting dropout rates. The findings from this study provide valuable insights for educational policymakers and stakeholders in Somaliland. By identifying and understanding the key factors influencing dropout rates, targeted interventions can be designed to enhance student retention and improve educational outcomes. The dominant role of demographic and educational factors, particularly age and student’s grade, underscores the necessity for focused strategies to reduce dropout rates and promote inclusive education in Somaliland.

Child Marriage Practices in Nepal: A Case of Kailali District

Child marriage in Nepal, a practice deeply rooted in cultural traditions, poses significant barriers to education and has profound impacts on the health and well-being of young girls, highlighting the urgent need for educational interventions to break this cycle and promote healthier life. The objective of this study was to assess the role of education on child marriage and the impact of child marriage on health in the context of Nepal. Specifically, the research concentrates on gathering information on the health status, education status, perceptions and the role of influencing factors on early marriage. The study used a sequential mixed-method design, including questionnaires completed by 125 women married before 18, two focus group discussions with 20 students (10 boys and 10 girls), and quantitative surveys for statistical analysis. This research shows that the role of education plays an important role before and after child marriage and it shows that society functions as the primary agent of socialization for child marriage. Apart from that, poverty, education, gender discrimination, cultural practice and lack of awareness are some of the factors (preventive measures) of child marriage. This study, therefore, seeks to depict the main components of child marriage pointing out the effect on girls’ health that increased risk for death during childbirth including obstetric fistulas, school dropout and domestic violence. This study concludes with possible strategies and programmes that must be implemented by all the representatives for education, raising awareness about women’s health through government and non-government organizations.

“Killing two birds with one stone” – a qualitative study on women’s perspectives on the dual prevention pill in Johannesburg, South Africa

Background HIV incidence remains high in South Africa, with ~ 60% of all new HIV infections among adolescent girls and women (Country factsheets HIV and AIDS Estimates, 2022). Oral pre-exposure prophylaxis (PrEP), approved for HIV prevention in South Africa since 2015, is hampered by low uptake and adherence, particularly among adolescent girls and young women (AGYW). Combining oral PrEP with oral contraceptives could increase PrEP uptake, persistence and address unmet needs for contraception. We investigated the acceptability of a dual prevention pill (DPP), combining oral PrEP and a combined oral contraceptive (COC) for HIV and pregnancy prevention among women in Johannesburg, South Africa.MethodsBetween March-July 2021, we conducted 12 focus group discussions (FGDs) with adolescent girls and women (n = 74) aged 16–40 stratified by ages (16–17, 18–24, 25–40), half of whom were COC users. We explored adolescent girls and women’s opinions about the DPP concept, existing HIV and pregnancy prevention options, and input on perceived facilitators and barriers to DPP use. FGDs were conducted in English or isiZulu, using a standardized interview guide. FGDs were audio-recorded, transcribed to English and analyzed using ethnographic content analysis.ResultsThe majority viewed the DPP favorably as a multipurpose option preventing unplanned pregnancy and HIV. Most saw it as a convenient “two-in-one” solution, requiring one clinic visit for both PrEP and COCs. AGYW were viewed as the most likely to benefit from the DPP due to the likelihood of multiple partners and unplanned sex, possibly preventing school dropout from unplanned pregnancy or HIV acquisition. The DPP was perceived to be more reliable than condoms, especially when condom negotiation is limited. Benefits were also seen by participants in rape cases, protecting against pregnancy and HIV. DPP use barriers included side effect concerns, unsupportive partners and judgmental healthcare providers.Conclusions/significanceThe DPP was perceived as acceptable for HIV and pregnancy prevention to AGYW in Johannesburg and its dual indications helpful in supporting improved PrEP uptake and persistence. DPP implementation programs need to consider solutions to potential barriers, like education on DPP benefits, coupled with reliable side effect support and healthcare provider sensitization as part of routine sexual health services to encourage uptake and adherence.

Multidimensional Poverty Status in Rural Bangladesh and the Pathways of Sustainable Poverty Alleviation

Even though poverty is a social and economic phenomenon, it is nonetheless important to investigate the multidimensional character of poverty in the Global South. Hence, this study is an effort to determine the multidimensional poverty status in rural Bangladesh, decompose poverty, and investigate risk factors for poverty. To achieve the goal, primary data were collected from 350 rural farm households through the random sampling technique. The Alkire-Foster (A-F) method of multidimensional poverty estimation was applied considering four dimensions of deprivation. It was found that 11% of rural households were multidimensionally poor, whereas the multidimensional headcount of poor was 23% and their average intensity of poverty was 47%. When their poverty was decomposed, it was evidenced that the standard of living dimension has the highest contribution among the four dimensions to poverty. The result from ‘indicator-wise decomposition’ found that job seeking was the highest contributing indicator to poverty followed by school dropout and type of cooking fuel. A binomial logit regression model was used to explore the risk factors of poverty. Regression results revealed that larger household size has significantly increased the risk while, more income-earning persons, ownership of large livestock, and crop farming could significantly reduce the risk of poverty in rural farm households. The study findings could be used to implement a sustainable poverty reduction strategy. Also, the contextual factors need to be considered in poverty estimation and policy intervention should be implemented in such a way where the contribution of the dimensions and indicators of poverty get prime focus.

The social and emotional effects of bullying on learners in learning institutions in South Africa

Bullying is a significant concern for learners in South African educational institutions, and it requires immediate attention and intervention from interested parties, such as social workers. This form of violence is prevalent during the school years and involves aggressive behaviour towards victims. The phenomenon of bullying attracts local and global interest from social scientists, who use it as a term to describe its social and emotional effects. The concept is associated with mental health problems, a decline in school performance, school dropout, contemplation of suicide, suicide, and other complex social problems. Social workers are well-versed in the concept of bullying due to their involvement with the issue. The study utilized qualitative research, employing purposive sampling, and thematic analysis to analyze data from a sample of 21 social workers linked to schools. The research design employed was exploratory in nature. The study utilized face-to-face, semi-structured interviews as a means of data collection, with an interview guide serving as the instrument. Prior to collecting data, the researcher obtained permission from participants and sought their consent for audio-recording. Ethical considerations, such as informed consent, debriefing, beneficence, confidentiality, and avoiding harm, were closely followed. The study drew on two theoretical frameworks, namely the ecological and strength-based approaches. Keywork: Bullying, effects, emotional, learning, social, social workers.

Student welfare through involvement and networked learning in primary teacher training

What makes students eager to learn? This is a fundamental question for every educator. After all, students who are motivated and involved in their studies are more likely to succeed (Affolter, Gerber, Grund, & Wagner, 2015) and simply 'pleasant to teach'. Student welfare is particularly relevant for primary teacher training colleges in the Netherlands, which struggle with dwindling student numbers, high variety in student population, and the risk of study delay or dropout (Dutch Inspectorate of Education, 2017). In order to enhance student engagement, teacher training colleges in different regions in the Netherlands - Doetinchem, Utrecht, Rotterdam, and Amsterdam - have formed teacher learning groups (TLGs) on various topics relevant for (pre-service) teachers, consisting of students of different years, teacher trainers, and in-service teachers. TLGs are increasingly acknowledged as a powerful means of enhancing learning and development. On the one hand, they offer students room for social learning and agency, stimulating their involvement and motivation (Vrieling-Teunter, Van den Beemt, & De Laat, 2019). On the other, they stimulate and facilitate in-service teachers’ professional development (Lieberman & Wood, 2003). As TLG participants work together to solve authentic problems (Laferrière, Lamon, & Chan, 2006), both pre-service and in-service teachers gain specific and concrete ideas that can be directly related to their own classroom practice (Guskey, 2002). TLGs can thus be seen as social action evolving around relationships, or ties. TLGs, as collections of ties, enable both collaborative and individual learning and knowledge sharing (Schreurs et al., 2014).

Causes of School Dropout among Public Secondary School Students in Ifakara Town Council, Tanzania

This study aimed at exploring causes of students' dropout in public secondary schools in Ifakara Town Council, Morogoro. The study employed a mixed approach. The study involved 128 participants including 1 DEO, 7 heads of school, and 120 dropout students. Data was collected through questionnaires and interviews. Quantitative data were analysed using Statistical Packages for Social Sciences (SPSS) version 20 while qualitative data were analysed through content analysis. The findings of the study revealed that low economic status of the respondents’ family was the leading cause of school dropout in the study area; the parents failed to meet school expenses and support their children education. Also, students missed school to do home responsibilities like taking care of their young siblings while the parents were working. Parents’ low level of education made them to have low income and not to value the education of their children. Children from single parent families had challenges with their school requirements being met which led to some dropping out of school. Major recommendation was that, Tanzanian government, NGOs and other educational stakeholders should provide more assistance for poor students who cannot afford to pay for educational materials by creating special program from government in co-operation with the Ministry responsible for education.