School dropout as the result of a complex interplay between individual and environmental factors: A study on the perspectives of support workers

ABSTRACT

School attendance problems and school dropout are recognised as a major concern by researchers, policymakers, practitioners and the wider society. Although research acknowledges the multi-faceted complexity of dropping out of school, only a limited number of studies have focused on the perspective of support workers (e.g., teachers, social workers, school management, student coaches, policymakers, researchers, labour consultants and psychologists). Using in-depth interviews with 32 support workers, this study reveals an integrated insight into the process of dropping out and its affecting factors. The results of this study provide a conceptualisation of dropping out, and 6 themes emerged from the data, shedding light on the intrapersonal, interpersonal and contextual influencing factors. The study suggests the recognition of the complex interplay of risk factors, the development of a positive discourse to overcome stigma, and the contextualisation of practice based on the holistic educational needs of students to ‘do whatever it takes’.

KEYWORDS:

• School dropout
• school absence
• engagement
• ecological framework
• school attendance

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to their containing information that could compromise the privacy of research participants.

Additional information

Funding

The work was supported by the Department of Special Needs Education of Ghent University, Belgium.

Notes on contributors

Lana Van Den Berghe

Lana Van Den Berghe is a teaching assistant and PhD researcher at the Department of Special Needs Education, Ghent University (Belgium). Her research interests focus on school attendance, school dropout, alternative schooling and second chance education. An overview of publications is available at: https://biblio.ugent.be/person/CA367F8C-2D98-11E5-935A-5FA3B5D1D7B1

Stijn Vandevelde

Stijn Vandevelde is an associate professor at the Department of Special Needs Education, Ghent University (Belgium). His research interests focus on supporting persons with emotional and behavioral problems; and topics related to special needs education in judicial and forensic settings. An overview of publications is available at: https://biblio.ugent.be/person/F5E90A2C-F0ED-11E1-A9DE-61C894A0A6B4

Sarah S. W. De Pauw

Sarah S. W. De Pauw is an associate professor at the Department of Special Needs Education, Ghent University (Belgium). Her research interests focus on family support of children and adolescents with a disability. An overview of publications is available at: https://biblio.ugent.be/person/F7F2E180-F0ED-11E1-A9DE-61C894A0A6B4