Conditioning factors of school dropout and return to education through the eyes of their protagonists

Abstract

Early school leaving –well above the European average in Spain– is particularly worrying when it occurs before the end of Compulsory Secondary Education (ESO). As understanding its causes is key to reducing its incidence, this study has the double objective of delving into the factors that push students to drop out before completing ESO and of understanding the motivations that facilitate their return. To reach these objectives, a qualitative, phenomenological research was designed. Semi-structured interviews were conducted with 14 people enrolled in or graduated from Secondary Education for Adults. The testimonies show that dropout has been mainly due to interrelated personal, family and school factors that have resulted in educational disengagement. The role that both family involvement and support provided by the school environment play in dropout prevention becomes evident. Finally, the need to address the conditioning factors of dropout and the motivations for return in a combined way is emphasized, so that interventions aimed at mitigating said conditioning factors and enhancing the motivation to continue studying can be conducted.