School dropout

What is the difference between school dropout and school disengagement?

School disengagement refers to the situation in which a young person does not regularly attend school or a training institution. As clarified in the related glossary entry, “school dropout‘School dropout’ refers to the phenomenon in which a you... More” is different from “school disengagement,” although the two terms are often used interchangeably to refer to the phenomenon of leaving school prematurely. In general, school dropout refers to the permanent cessation of studies by a young person, while school disengagement is a broader phenomenon, of which dropout is an extreme case.

The phenomenon of school disengagement

School disengagement is a complex phenomenon with many aspects:

• Total lack of education even in the early years: a phenomenon that disappeared at the beginning of the last century in advanced societies but persists in some economically disadvantaged geographical areas.
• Dropout: often permanent interruption of educational paths (for more details see the glossary entry ‘school dropout’).
• Repeating grades: involves students who have to repeat the same course after attending it unsuccessfully. In recent decades, this has affected primary school less, modestly but significantly the first stage of secondary education, and more consistently the higher education level.
• Delay: temporary interruptions in school attendance for various reasons or detachment from school for specific periods.

What are the causes of school disengagement?

Many risk factors can lead to school disengagement, but some key trends emerge when trying to understand this phenomenon:

• Socioeconomic factors: one of the main contributors to school disengagement is the economic situation of the family. Low-income families often face financial challenges that make it difficult for students to continue their studies. Costs associated with education, such as textbooks, transportation, and school fees, can become an insurmountable barrier.
• Family environment: an unstable or dysfunctional family environment can negatively impact students’ school participation. Issues such as divorce, domestic violence, or lack of emotional support can distract students and prevent them from focusing on their studies.
• Health and well-being: physical and mental healthWhat is meant by mental health? According to the World Healt... More can significantly affect school attendance. Students facing chronic health problems, disabilities, or mental disorders may have serious difficulties staying in school and engaging in studies.
• Lack of motivationMotivation: a scientific perspective Motivation is a fundame... More: a lack of interest or purpose in the school environment can lead to dropout. Students need to feel motivated and engaged in their educational activities to succeed.
• BullyingAlthough there is no universally agreed-upon definition of b... More and discrimination: bullying and discrimination create a toxic school environment, placing students in a situation of discomfort and anxietyAnxiety is an emotional response characterized by feelings o... More. These factors can lead to rejecting school as a safe and welcoming place.
• Poor quality of education: the quality of education provided by a school can affect student participation. Schools with limited resources, poorly qualified teachers, or inadequate educational programs can make learningIl termine apprendimento - con i sinonimi imparare, assimila... More less interesting and effective.
• Social and cultural pressures: in some communities, cultural or social expectations push students to work instead of continuing their studies. These expectations can influence students’ decisions regarding their education.

The situation in Italy

The phenomenon of school disengagement continues to represent a significant challenge in Italy. Key points about the Italian situation include:

School disengagement rates

Recent data from Eurostat indicate that in 2021 12.7% of Italian youth aged 18 to 24 left school early, stopping at middle school. This is significant considering the European average of 9.7%, placing Italy among the lowest in the European ranking. Differences are linked to territory, social environment, gender, and citizenship. Data from the MIUR show that middle and high school leavers are mainly males, foreign students, residents in the South, and those who are academically delayed.

Regional disparities

Disparities in school disengagement are marked between different Italian regions. Southern regions, in particular, have historically had higher dropout rates compared to the North. These differences can be attributed to specific socioeconomic and cultural challenges in some areas.

Compulsory education

In Italy, in 2006, compulsory education was extended up to age 16, which helped reduce dropout rates among youth up to this age. However, dropout rates increase significantly between ages 16 and 18, when compulsory education ends.

Disability and inclusion

School disengagement is particularly relevant for students with disabilities in Italy. The need for inclusive education and adequate resources to support these students is an area of particular concern and effort.

Migration and disengagement

Immigration is an additional factor influencing school disengagement in Italy. Immigrant students face linguistic and cultural challenges that increase the risk of dropout if proper integration and support programs are not provided.

What are the consequences of school disengagement?

The phenomenon of school disengagement has a significantly negative impact on both public education costs and family budgets. However, the most relevant consequences concern the sociocultural context and economic development prospects of countries affected by inefficiencies in their education systems. These systems are mainly responsible for the difficulty in raising education levels to the highest possible, a necessity increasingly pressing given the growing influence of globalized markets.

How to address the problem of school disengagement?

To combat or minimize school disengagement, nearly all education systems have tried to develop more or less targeted strategies, including measures and opportunities of various kinds. These measures include:

• Reception practices: a set of initiatives (information, initial guidance, socialization) managed by schools to facilitate the integration of children or youth into educational structures.
• Individualized teaching: a measure that can only be defined within a framework of flexible and qualified educational planning.
• Tutoring system: a measure designed to facilitate and support students’ educational paths, possibly involving families of students in difficulty.