Typology of students at risk of dropping out of school: Description by personal, family and school factors

  • Laurier Fortin
  • Diane Marcotte
  • Pierre Potvin
  • Égide Royer
  • Jacques Joly
Article

Abstract

The purpose of this study was to identify the different subgroups of students at risk of dropping out of school. The typology was developed based on the three main contexts associated with school dropout risk, namely, the personal, family and school contexts. On the basis of these factors, the clustering results enabled us to categorize at-risk students into four subgroups: (1) the Anti-Social Covert behavior type, (2) the Uninterested in school type, (3) the School and Social Adjustment Difficulties type, and (4) the Depressive type. Moreover, considering all the contexts involved in school dropout, the clustering technique confirms the importance of behavior problems and learning difficulties, while emphasizing the significance of both depression and the family and classroom environments in the development of dropout risk. Students at risk of dropping out of school report many family organisational problems and that they obtain little emotional support from their parents. They also perceive little order or organisation in the classroom.

Key words

Early adolescence School dropout Typology 

Résumé

Le but de cette étude est d’identifier les différents sous-groupes d’élèves à risque de décrochage scolaire. La typologie développée se base sur les trois principaux contextes associés au risque de décrochage scolaire: le contexte personnel, familial et scolaire. Les analyses nous permettent de classer les élèves à risque de décrochage scolaire selon quatre sous-groupes: (1) le type comportements antisociaux cachés, (2) le type peu intéressé par l’école, (3) le type présentant des difficultés d’adaptation sociales et scolaires et (4) le type dépressif. En considérant tous les contextes impliqués dans le risque de décrochage scolaire, la typologie souligne non seulement l’importance des troubles du comportement et des difficultés d’apprentissage dans le risque de décrochage scolaire mais identifie aussi la contribution importante d’une part de la dépression des élèves et, d’autre part, du contexte familial et scolaire. En effet, ces élèves rapportent qu’ils ont peu de support émotif de leurs parents et qu’ils vivent plusieurs problèmes d’organisation familiale. Enfin, ils perçoivent peu d’ordre et d’organisation dans la classe.

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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands 2006

Authors and Affiliations

  • Laurier Fortin
    • 1
  • Diane Marcotte
    • 2
  • Pierre Potvin
    • 3
  • Égide Royer
    • 4
  • Jacques Joly
    • 5
  1. 1.Psychoeducation DepartmentSherbrooke UniversitySherbrookeCanada
  2. 2.Psychology DepartmentUniversity of Quebec in MontrealMontrealCanada
  3. 3.Département de psychoéducationUniversité du Québec à Trois-RivièresCanada
  4. 4.Faculté des Sciences de l’EducationUniversité LavalCanada
  5. 5.Département de psychoéducationUniversité de SherbrookeSherbrookeCanada

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