school dropout
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2022 ◽  
Vol 19 (1) ◽  
Author(s):  
Joëlle L. Sobngwi-Tambekou ◽  
Marthe Tsague-Agnoux ◽  
Léopold K. Fezeu ◽  
Flavien Ndonko

Abstract Background Adolescent childbearing increases the risk of adverse health and social consequences including school dropout (SDO). However, it remains unclear why some teenage mothers drop out of school and others do not, especially in sub-Saharan Africa settings. We aimed to investigate the background and behavioral characteristics of single mothers, associated with school dropout in a sample of 18,791 Cameroonian girls, who had their first child during adolescence. Methods We used data from a national registry of single mothers, collected during the years 2005–2008 and 2010–2011. Both bivariate analysis and logistic binary regression models were used to explore the relationship between adolescence motherhood and SDO controlling for a range of socio-economic, family, sexual and health seeking behavior characteristics. Results Among the 18,791 single mothers, 41.6% had dropped out of school because of pregnancy. The multivariable regression model showed that SDO was more common in those who were evicted from their parental home (aOR: 1.85; 95% CI: 1.69–2.04), those who declared having other single mothers in their family (aOR: 1.16; 95% CI 1.08–1.25) and in mothers who had their first child before 15. Using modern contraceptive methods, having declared no sexual partner during the last year and having less than 2 children were associated with a reduced likelihood of school dropout. Conclusions Strong social support is essential to ensure school continuity in this vulnerable population. Dropping out of school may put the teenage mother more at risk of unsafe health behaviour and new pregnancies.


2022 ◽  
Vol 7 (1) ◽  
pp. e007666
Author(s):  
Garazi Zulaika ◽  
Miriam Bulbarelli ◽  
Elizabeth Nyothach ◽  
Annemieke van Eijk ◽  
Linda Mason ◽  
...  

IntroductionSecondary school closures aimed at limiting the number of infections and deaths due to COVID-19 may have amplified the negative sexual and reproductive health (SRH) and schooling outcomes of vulnerable adolescent girls. This study aimed to measure pandemic-related effects on adolescent pregnancy and school dropout among school-going girls in Kenya.MethodsWe report longitudinal findings of 910 girls in their last 2 years of secondary school. The study took place in 12 secondary day schools in rural western Kenya between 2018 and 2021. Using a causal-comparative design, we compared SRH and schooling outcomes among 403 girls who graduated after completion of their final school examinations in November 2019 pre-pandemic with 507 girls who experienced disrupted schooling due to COVID-19 and sat examinations in March 2021. Unadjusted and adjusted generalised linear mixed models were used to investigate the effect of COVID-19-related school closures and restrictions on all outcomes of interest and on incident pregnancy.ResultsAt study initiation, the mean age of participants was 17.2 (IQR: 16.4–17.9) for girls in the pre-COVID-19 cohort and 17.5 (IQR: 16.5–18.4) for girls in the COVID-19 cohort. Girls experiencing COVID-19 containment measures had twice the risk of falling pregnant prior to completing secondary school after adjustment for age, household wealth and orphanhood status (adjusted risk ratio (aRR)=2.11; 95% CI:1.13 to 3.95, p=0.019); three times the risk of school dropout (aRR=3.03; 95% CI: 1.55 to 5.95, p=0.001) and 3.4 times the risk of school transfer prior to examinations (aRR=3.39; 95% CI: 1.70 to 6.77, p=0.001) relative to pre-COVID-19 learners. Girls in the COVID-19 cohort were more likely to be sexually active (aRR=1.28; 95% CI: 1.09 to 1.51, p=0.002) and less likely to report their first sex as desired (aRR=0.49; 95% CI: 0.37 to 0.65, p<0.001). These girls reported increased hours of non-school-related work (3.32 hours per day vs 2.63 hours per day in the pre-COVID-19 cohort, aRR=1.92; 95% CI: 1.92 to 2.99, p=0.004). In the COVID-19 cohort, 80.5% reported worsening household economic status and COVID-19-related stress was common.ConclusionThe COVID-19 pandemic deleteriously affected the SRH of girls and amplified school transfer and dropout. Appropriate programmes and interventions that help buffer the effects of population-level emergencies on school-going adolescents are warranted.Trial registration numberNCT03051789.


2021 ◽  
Vol 7 (12) ◽  
pp. 113113-113125
Author(s):  
Rogério de Mesquita Teles ◽  
Yasmin Helena Almeida de Melo ◽  
Regina Lucia Muniz Ribeiro ◽  
Lara Rubia Silva Teles ◽  
Maria do Socorro Mendes dos Santos ◽  
...  
Keyword(s):  

Author(s):  
Ali Zeb ◽  
Sajid Gul ◽  
Guo Mingyan ◽  
Obaid Ullah

Children dropping out from schools is one of common phenomena in the modern world. Different demographic, socio-economic, psychological, school based, and community factors are responsible for the number of children school dropout across the globe. Using convenient sampling technique, through questionnaire and interview methods primary data was collected from 400 household heads whose children were dropped out from schools in rural areas of district Peshawar during last five years. For this purpose, a structured questionnaire and interviews were conducted to obtain the required data. Results of the study reveal that, in case of boys, more than 60% of the respondents were of the view that poverty is the main reason for children's school dropout. In the case of girls school dropouts, 45% left studies incomplete because of poor financial position. Other determinants such as father education, mother education, school distance, illiterate community, the parental perception was also considered more or less responsible for school dropout of the children. This study recommends that government should provide free education along with monetary incentives to those household heads who do not send their children to schools due to financial constraints.


Author(s):  
Adrian Opre ◽  
◽  
Ramona Buzgar ◽  
Sebastian Pintea ◽  
Dana Opre ◽  
...  

In the last two decades, most of the Romanian mitigate programs aimed at reducing school dropout, have often focused only on remedial activities. However, keeping students in school for as long as possible involves increasing their school engagement, and therefore developing dimensions that target social and emotional skills is strongly recommended. In the present study, 130 primary and secondary school students from disadvantaged backgrounds, participated for 8 months in remedial and personal development activities, whose medium-term goal is to reduce school dropout. Using scales from the BASC3 and ASEBA4 psychological test batteries, we were able to capture significant effects of the intervention in reducing emotional problems and increasing students' adaptability to school-specific tasks, even though the pandemic imposed several restrictions on activities. The collected data revealed two important outcomes. First, they confirmed the effectiveness of a complex, multilevel program, which can develop the socio-emotional abilities of children at risk of dropping out of school. Second, they help us to highlight several factors that can predict its effectiveness. We consider that these empirical data constitute a solid foundation based on which similar future programs can be designed and implemented.


Author(s):  
Laura Paredes Galiana

El siguiente artículo aborda al Profesorado Técnico de Servicios a la Comunidad en los centros educativos públicos de educación secundaria en la Región de Murcia. En palabras de Paredes (2020) el PTSC es un profesional de la educación y agente dinamizador, sirviendo de puente entre el centro educativo de secundaria, la familia, el alumnado y la sociedad. Los objetivos establecidos en el presente artículo, son: conocer las tareas reales del PTSC y analizar las relaciones coherentes o no, existentes entre las tareas oficialmente reguladas y las que desarrollan los PTSC en la realidad educativa. Debido a las características de la muestra así como a la escasa bibliografía en el tema, se ha optado por una metodología mixta en donde se complementa el uso de cuestionarios, entrevistas y grupo de discusión. Como resultados, entre otros, se ha obtenido que el PTSC en la Región de Murcia ejerce como funciones reuniones y seguimientos con familias, coordinación con Servicios Sociales, colaboración con los tutores y tutoras, control del absentismo escolar, fracaso académico y abandono escolar , y por último, mejora de la convivencia y no violencia. Otro resultado a destacar, es que el 55,7% de los encuestados afirma que hay diferencias entre lo que deberían hacer según la normativa y lo que hacen en la práctica laboral diaria. Para finalizar, como conclusión se puede sintetizar en que las tareas asignadas legalmente y las realizadas en la práctica laboral diaria son coincidentes, aunque con matices, y que estas situaciones son múltiples, diversas y complejas. The following article deals with the Technical Teacher of Community Services in public secondary schools in the Region of Murcia. In the words of Paredes (2020), the PTSC is an educational professional and a dynamic agent, who serves as a bridge between the secondary school, the family, the students and society. The objectives established in this article are: to know the real tasks of the PTSC and to analyse the coherent or non-existent relationships between the officially regulated tasks and those developed by the PTSC in the educational reality. Due to the characteristics of the sample as well as the scarce bibliography on the subject, a mixed methodology has been chosen, complementing the use of questionnaires, interviews and discussion groups. As results, among others, it has been obtained that the PTSC in the Region of Murcia has the following functions: meetings and follow-up with families, coordination with Social Services, collaboration with tutors, control of truancy, school failure and school dropout and, finally, improvement of coexistence and non-violence. Another noteworthy result is that 55.7% of those surveyed stated that there are differences between what they should do according to the regulations and what they do in their daily work practice. Finally, as a conclusion, it can be summarised that the legally assigned tasks and those carried out in daily work practice coincide, although with nuances, and that these situations are multiple, diverse and complex.


2021 ◽  
pp. 002190962110588
Author(s):  
Chinyere Christiana Ugwulor-Onyinyechi ◽  
Elif Asude Tunca ◽  
Anibueze U. Anselm ◽  
Anikpe Ekenechukwu Anazor ◽  
George C. Odoh ◽  
...  

This study was a quasi experiment involving 470 school children who were survivors of abduction in Northern Nigeria. There were two interventions: the first was a face-to-face counselling, while the second was a visual multimedia counselling intervention. The result of the study showed that at baseline, all the respondents reported high school dropout propensity. However, after the treatment, respondents in the visual multimedia group reported lower school dropout propensity when compared to their counterparts in the face-to-face counselling. The researchers made recommendations based on the results of the study.


2021 ◽  
pp. 088626052110500
Author(s):  
Chongmin Na

Despite a recent decrease in both school dropout and victimization rates, many harsh and exclusionary school policies continue to push school-aged adolescents out of school. This study combines two research areas—school dropout and violent victimization—by investigating if dropping out of school increases the chance of violent victimization. It is hypothesized that a change in the opportunity structure associated with risky lifestyles and routine activities accounts for the link between school dropout and violent victimization. Drawing on longitudinal panel data collected from a relatively homogenous sample of 1354 serious adolescent offenders who are predominantly minorities (75%) and males (86%) and fixed-effects models which enhance the causal validity of the findings by using the same individuals as their own counterfactuals over time, this study shows that dropping out of school leads to the perpetuation of violent victimization, primarily due to a change in the opportunity structure associated with risky lifestyles and routine activities. By uncovering the pathway between school dropout and victimization, this study contributes to the knowledge base on the impact of school dropouts, the source of violent victimization, and the causal mechanism underlying the link between dropping out of school and violent victimization—all of which are relatively understudied despite their significant implications for theory and policy.


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