Parent–child attachment, academic performance and the process of high-school dropout: a narrative review

Abstract

Poor academic performance is a strong predictor of school dropout. Researchers have tried to disentangle variables influencing academic performance. However, studies on preschool and early care variables are seldom examined when explaining the school dropout process. We reviewed the literature on the relationship between caregiver–child attachment and academic performance, including attachment studies from preschool years, seeking out potential contributions to academic performance and the dropout process. The review was organized according to a model of four main mediating hypotheses: the attachment-teaching hypothesis, the social network hypothesis, the attachment-cooperation hypothesis, and the attachment self-regulation hypothesis. The results of the review are summed up in a model. There is some support for all four hypotheses. The review indicates that attachment and early care contribute substantially to dropout and graduation processes. Mediation effects should be given far more attention in future research.

Keywords:

• attachment
• parent–child
• academic
• school
• dropout

Acknowledgements

This work was funded by Harstad University College and UiT-The Arctic University of Norway.

ORCID

Rolf Wynn http://orcid.org/0000-0002-2254-3343