Dear Readers,
The problem of absenteeism and school dropout has become one of the most fundamental problems in education systems all over the world in recent years. In addition to the measures to be taken by governments, parents and educators should take this issue seriously.
Following the increase in the duration of compulsory education from 8 to 12 years in our country, the issue of ensuring and monitoring students' school attendance is important for the effective and healthy continuation of the education process. For this reason, it is important that school administrators and teachers working in primary, secondary and high schools within the scope of compulsory education, as well as the parents of students, carefully monitor the attendance-absenteeism process of students and that all measures are taken by the state administration throughout the country.
School dropout is defined as a student's inability to complete the current level of education due to various negative reasons (Dekkers & Claassen, 2001). The student's thoughts of dropping out of school usually begin in the middle school years, after a gradual decrease in the student's commitment to school (Anderson et al., 2004).
School engagement is recognized as a fundamental theoretical model for understanding the concept of school dropout (Kortering & Christenson, 2009). From this perspective, there is a strong relationship between school engagement and school dropout. The idea of addressing these two issues together stems from the importance of the strong connection between them.
Studies have shown that there is a relationship between psychological commitment, which is a dimension of school engagement, and adaptive behaviors such as perseverance in academic tasks (Goodenow, 1993) and dropout; academic support perceived from parents is also one of the important predictors of dropout (Rumberger, 1995).
In many publications in the literature, school dropout is explained as an economically undesirable situation, it is emphasized that people who are not qualified personnel are less able to contribute to the national economy, and that more taxes have to be collected from all citizens in the country for social assistance and other services to be provided to these people (Campell, 2003).
The problem of dropping out of school is also seen as a social problem as well as a personal one, as it leads to an increase in antisocial behavior, crime rates and monetary losses. It is noteworthy that about half of the people in prisons are school dropouts (Cassel, 2003). This situation is common in underdeveloped and developing countries. In this group, which constitutes half of the people in prisons, dropping out of school seems to be an intermediate decision on the way from juvenile delinquency to adult prisoner identity.
School dropout leads to a decrease in the country's potential income, the state having to allocate more financial resources for social assistance and social security, the spread of crime and antisocial behavior in the country, increased demand for social support, lower political participation rates, lower health indicators and reduced intergenerational class mobility (Hayes et al., 2002).
After dropping out of school, individuals may experience family, social and economic problems such as family unrest, having to work in low-income jobs or being dependent on the family. After dropping out of school, individuals may also face health problems such as developing harmful habits and being exposed to mental and physical abuse.
As a result, it is understood that illiterate and unqualified school dropouts cause negative effects on themselves, their families and the society in general. Taking into account the damage this phenomenon causes to the socio-economic fabric of the country, it should be among the priorities of the education system to be solved urgently.
What is School Dropout?
Dropping out of school, which is accepted as one of the common educational problems, is the situation of leaving school completely due to individual or social reasons, different from being absent from time to time (Taylı, 2008). This situation is also characterized as leaving school without graduating (Garrison, 1985). Although all educational stages can be understood from this definition, the failure to complete the educational process until the end of high school education, which is especially emphasized, is understood (Mahoney & Cairns, 1997). The process of dropping out of school is seen as a process that starts with moving away from school norms, continues with detachment from school activities and values, and ends with moving away from the school environment (Kaplan & Peck, 1997).
School dropout is a process that has the potential to cause significant problems for both the individual and society. Therefore, it is characterized as a multidimensional loss considering the consequences it causes (Kronick, 1994).
One of the most basic indicators of student dropout is the changes in the number of students over the years. On the other hand, significant decreases in the transition to the next grade is another important source of information on school dropout. For example, when the number of students enrolled in primary education in the 1997-1998 academic year, when eight years of compulsory primary education was introduced in Turkey, and the number of students in the last grade in the 2004-2005 academic year, when these students were supposed to graduate, are taken into consideration, it is observed that 201,211 students dropped out. In percentage terms, there is a decrease of approximately % 14.78 between those who started school and those who are about to graduate.
Dropout Process
Dropping out of school is not an inevitable decision that does not give any clues and does not give the chance to take precautions. There is a progression over many years for students to reach this decision (Christenson et al., 2001). As stated here, students' dropping out of school seems to be a process and a tendency that occurs over time rather than an instantaneous decision. Therefore, this process should be taken into consideration in guidance and management studies aimed at preventing school dropout.
One of the most important reasons for dropping out of school is the student's inability to connect to school and feel connected to school and reading. It is believed that unsuccessful school experiences and distancing from school-related practices that lead students to drop out of school usually start in primary school (Christenson & Thurlow, 2004). For this reason, the beginning of the path to school dropout is seen as the primary school years (Barclay & Doll, 2001).
Therefore, those who provide guidance services in primary schools should pay attention to this phenomenon and organize programmed activities to create school attachment. In addition to activities to increase academic achievement, social activities that will reduce aggression and ensure school attachment should also be emphasized.
In a longitudinal study conducted by Cairns et al. (1989), it was proved that low academic performance and aggression in the 7th grade was one of the most important predictors of the choice to drop out of school in later years. In the study, the academic indicators of 745 students in the 7th grade were used to predict the probability of not graduating, that is, dropping out of school, and the findings showed that the researchers made the correct prediction. In the study, the probability of dropping out of school was predicted as 82 percent for male students and 47 percent for female students. Students' early failure and problematic behaviors, as well as the presence of friends or peers who exhibit maladaptive behaviors, can be one of the clues for dropping out of school (Vitero et al., 2001).
Students' maladaptive and problematic behaviors can also be a factor in their exclusion from the education system. In French & Conrad's (2001) study, it was concluded that students' antisocial behaviors such as fighting, causing trouble, constantly disturbing others, threatening and bullying, making fun of others and lying are one of the signs of dropping out of school.
School Dropout Tendency
There is a cognitive intention at the beginning of the process that results in school dropout and a tendency that is strengthened by the influence of some factors. It is important to consider this tendency in preventing school dropout. In a study conducted by Şimşek (2011), some determinants of this tendency were revealed. These factors are listed as follows in order of importance:
a) Gender is the leading demographic factor affecting the tendency to drop out of school. When the findings of the studies are analyzed, it is seen that the tendency to drop out of school is 22.05 percent among male students and 12.41 percent among female students. It is thought that the fact that girls are less likely to drop out of school may be related to the unfavorable living standards and low status faced by the female population and the desire to get rid of it.
b) Another personal difference affecting the tendency to drop out of school is low academic achievement. The tendency to drop out of school was found to be quite high among high school students with low grade point average (% 33.87). This result, which shows that one out of every three students with low academic achievement thinks of dropping out of school, indicates that school failure is one of the most effective factors leading students to drop out of school.
c) Family-related characteristics constitute another dimension of the tendency to drop out of school. The findings of different studies show that the tendency to drop out increases significantly as satisfaction with the family environment decreases. Students who reported that they were not satisfied with their families at all were more likely to drop out of school than those who were satisfied.
d) Parents“ education level has an impact on children's dropping out of school. For example, while the tendency to drop out of school is 20.73 percent among children whose mothers do not have a school diploma, this rate is 10.52 percent among students whose mothers are high school graduates. These results support the thesis that ”families with low education levels are reluctant to send their children to school because they consider education unnecessary".
e) There is a very close relationship between family involvement and the tendency to drop out of school. While the tendency to drop out of school is very high in children from families who are never or only slightly interested in their children's education (30.0 - 34.06 percent), this rate is significantly lower in children from families who are usually interested (22.71 percent) and always interested (11.95 percent). However, it is observed that family interest makes a significant difference on the tendency to drop out of school depending on gender. More precisely, as the level of family interest increases, the tendency to drop out of school decreases significantly by 8.60 percent for female students and by 16.49 percent for male students. These findings indicate that girls are more positively affected by family attention than boys.
f) There is a strong relationship between the number of siblings and students’ tendency to drop out of school. Accordingly, while the tendency to drop out of school is only 11.50 percent among students with 1-2 siblings, this rate is 15.84 percent among those with 3-5 siblings, 20 percent among those with 6-9 siblings and 38.88 percent among those with 10 or more siblings. These results show that children from families in economic difficulties are forced to contribute to the family budget and that the tendency to drop out of school increases for this reason.
g) One of the important factors affecting the tendency to drop out of school among high school students is differences in ethnic origin. For example, the tendency to drop out of school was found to be 27.27 percent among students of Arab origin, 25.13 percent among students of Kurdish origin and 15.11 percent among students who speak Turkish outside school.
h) High school type is another important factor affecting the tendency to drop out of school. According to the results of the research, the tendency of students to drop out of school was 35.7 percent in Multi-Program High Schools, 23.1 percent in Fine Arts High Schools and 22.7 percent in Imam Hatip High Schools. The high schools with the lowest tendency to drop out of school are high schools with a predominance of girls. The dropout rate was 5.4 percent in Health Vocational High School and 12.1 percent in Girls Vocational High School.
ı) The high number of students also has a negative impact on school attendance and triggers the tendency to drop out.
i) A significant relationship was found between grade level and the tendency to drop out of school. While the tendency to drop out was 12.1 percent in the first grade of high school, this rate was 24.3 percent in the third grade.
j) The factor of class size also seems to be effective on the tendency to drop out of school. It is noteworthy that the tendency to drop out is particularly high among students in classes with low class size.
k) The level of satisfaction with the education system and the school affects the tendency to drop out of school. As the level of satisfaction with the system and the school increases, the tendency to drop out decreases.
l) Another important factor affecting school dropout is teachers. While the tendency of students who are very satisfied with their teachers to drop out of school is 11.5 percent, this rate rises to 26.9 percent among those who are not satisfied with their teachers at all.
m) Whether or not the school they attend allows them to show their talents is another important factor affecting the tendency to drop out of school. While the tendency to drop out is only 10 percent among students who think that they are given the opportunity to showcase their talents at school, this rate quadruples with 39.7 percent among those who think that they are not given the opportunity to showcase their talents.
n) The level of participation in social activities at school reduces the tendency to drop out of school. While the tendency to drop out of school is 13.0 percent among those who willingly participate in cultural and social activities at school, this rate increases to 28.2 percent among those who do not participate in social activities (Şimşek, 2011).
According to Reyes & Jason (1993), students“ dissatisfaction with school increases the risk of dropping out. In a study conducted by Rumberger (1983), ”not getting along well with teachers“ and ”not liking school" were stated as the most effective reasons for dropping out of school. Brewster & Bowen, 2004). The results of another study show that the quality and preference of the school reduces the risk of dropout (Lan & Lanthier, 2003).
In the literature review, it was concluded that liking school and attachment to school reduce the risk of school dropout (Bayhan, 2012). In another study, it was concluded that student-teacher relationships and wrong friend influence significantly increase the risk of school dropout. For this reason, it is seen that knowing the right ways to communicate and being in the right friend environment as well as being able to recognize mistakes are important in school dropout (Boyacı & Öz, 2018).
According to Şirin et al. (2004), the quality of the school increases the motivation and expectation levels of the students and makes it difficult for them to leave the school. In other words, inadequate physical conditions in schools in poor and poor regions where the importance given to education is low may cause students to have a critical attitude towards their schools.
According to McNeal's (1997) study, crowded and large schools make it difficult for students to participate in school activities and when students do not receive sufficient attention, they are at risk of dropping out of school even if they have a high potential for success. The type of education provided at school also affects dropout. Schools that provide higher career opportunities have lower dropout rates.
According to Beekhoven & Dekkers (2005), the smoother the relationships between the school, students and parents, the less likely the student is to disengage from school. It was also stated that participation in school activities reduces the risk of dropout and alienation from school (McNeal, 1995).
According to Kayıkçı and Sayın (2010), social and sporting activities are seen as an important factor in student satisfaction. According to another study conducted by Croninger & Lee (2001), non-participation in extracurricular activities and school functions may cause students to fail in their courses and this may lead to dropping out of school (cited in Kemp, 2006). Ward (1995) found that participation in social activities at school had a positive effect on school completion.
In a study conducted by Tansel (2002), it was found that parents' education is a major determinant of the tendency to drop out of school. Freeman (2008) concluded that dropout rates are higher in rural areas and that economic factors play a significant role in school dropout.
In many studies, it has been stated that poverty is effective in students not completing or dropping out of education (Dunn et al., 2004). Sinclair et al. (2005) found that being from rural areas has a negative impact on education in terms of both material and cultural opportunities. For example, among the main characteristics of students with a strong tendency to drop out of school, economic inadequacy and lack of good language skills are seen as effective (Lofstrom, 2007).
Roscigno & Crowley (2001) found that students from rural backgrounds were more likely to drop out of school and were less successful in school. Another factor affecting the tendency to drop out of school is the occupation of the father. While the tendency to drop out of school was 33.7 percent among those whose fathers were unemployed, it was 13.4 percent among those whose fathers were workers and 15.0 percent among those whose fathers were civil servants. In another study, it was found that the occupation of the father was very effective in school attendance; it was found that those whose fathers were small tradesmen had lower attendance rates in secondary and high school (Tansel, 2002). According to Battin-Pearson et al. (2000), being a member of an ethnic minority is seen as an important factor in dropping out of school.
To summarize, guidance activities related to maladjustment and behavioral disorders will add functionality to our educational institutions by providing an effect such as connecting students to school and integrating them into society. It is also important that guidance counselors are well-equipped for the activities to be carried out for this purpose.
In order to solve the problem, the attention and support offered to students should be increased, the cooperation between the family and the school should be strengthened, student absenteeism should be detected early and guidance services should be activated to find solutions, and the school environment should be made positive in a way to improve students' sense of belonging.
Special academic and social support programs for students at risk of dropping out of school should be prepared and implemented as a project. Teachers, psychological counselors, school administrators and all staff in the school should work in cooperation in the development and implementation of the dropout prevention program. At the same time, informing the family about behavioral problems in adolescence can increase the impact of the project.
Research findings that teachers' attitudes towards students increase the risk of dropping out of school (Ergün, 2014; Yorğun, 2014) show that teachers should be included in prevention programs. Psychological counselors in schools should be supported by projects to provide services to students in academic, personal/social and professional areas (Korkut- Owen, 2015).
Preparation of effective intervention programs for students who are at risk of dropping out of school both increases students' school engagement and provides social support for students who start to move away from school. Systematic and long-term support services offered to students are of great importance in combating the problem of school dropout. To summarize, in order for prevention programs to be effective, care should be taken to support students academically and psycho-socially as well as giving importance to school-family cooperation.
According to Taylı (2008), the main purpose of efforts to prevent school dropout should be to improve the sense of attachment to school as well as to increase achievement. Solving or reducing the problem of school dropout can be possible with the cooperation of all parties related to the student. Creating a supportive school environment will be effective in strengthening students' sense of belonging to the school and increasing their participation in the school process.
In order to facilitate students' attachment to school, it is recommended that the school climate should be organized in a way to convey that the student is loved, supported and needed. Good attitudes, behaviors, attitudes and approaches of administrators and teachers are effective in reducing absenteeism and school dropout as they will positively affect the school climate (Ballı & Kartal, 2020).
Student-oriented studies can be carried out to provide students with skills to cope with stressful situations. In addition, raising awareness of families and increasing school-family cooperation is one of the solutions that can reduce absenteeism and school dropout. Again, implementing projects for families on how to meet the psychological needs of students in the family environment as well as how to improve family loyalty can reduce the risk of school dropout( Taylı, 2008).