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Problem Statement

Uploaded by

SSENYANGE
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Problem Statement

When students drop out of high school, this is often negative for their development as well as for

society, as those who drop out have an increased risk of unemployment, health problems, and

social problems. As a result, there are five major challenges to upholding education-related goals

in long-term dropout processes: lack of relatedness, overchallenged self-regulation capacity,

compensating for a history of failure, wounded learner identities, and coping with prolonged

stress (Ramsdal, 2022; Wynn, 2022).School dropout is a major concern subject that is much

more exposed to unemployment issues, poverty, and delinquency (Abiola, 2023; Reeve, Lee and

Won, 2015). Moreover, the peer’s pressure factor also affects teenagers, especially school

dropouts, to be involved in other social delinquency such as robberies, drug abuse, watching

porn videos, public fights, physical assaults, consuming alcohol drinks, illegal racing, gambling,

vandalism, stealing, hanging out, fighting with parents, and so on (OECD, 2020; Mega C.,

Ronconi, De-Beni, 2014).

Compared to high school graduates, dropouts have: higher rates of unemployment, lower

earnings, poorer health and higher rates of mortality, higher rates of criminal behavior and

incarceration, increased dependence on public assistance, and are less likely to vote (Lei, Cui and

Chiu, 2018). The negative outcomes from dropouts generate huge social costs (Jeong, 2015).

Federal, state, and local governments collect fewer taxes from dropouts (Lee, 2020). The

government also subsidizes poorer health, higher criminal activity, and increased public

assistance for dropouts (Lee, Cho and Lee, 2019).

A constructive classroom environment is marked by mutual respect, encouragement, and support

among students, which can significantly boost their motivation and academic success while

alleviating feelings of anxiety and isolation (Jung, Seon and Park, 2019). The influence of peer
dynamics is particularly pronounced during adolescence, as peers can sway behaviors and

decision-making processes in both beneficial and detrimental ways (Kiefer, Alley and

Ellerbrock, 2015). In secondary education, the attitudes fostered within peer groups can greatly

impact students' perspectives on their educational journey, ultimately affecting their decisions

regarding school retention or the possibility of dropping out (Kiefer, Alley and Ellerbrock,

2015).

The intentions to drop out among secondary school students are shaped by a multitude of factors,

including academic challenges, a lack of interest in the curriculum, feelings of disconnection

from the school community, and the social interactions that occur within that environment (Kim,

2018). Studies indicate a strong correlation between the classroom atmosphere and peer

influence with dropout intentions (Barksdale, 2017). A negative classroom climate can foster

feelings of alienation from the educational experience, while peer pressure can normalize the

idea of leaving school prematurely, making it seem like a viable option (Abiola, 2023).

A nurturing classroom climate promotes positive relationships among students, which can

counteract adverse peer influences (Bosacki, Talwar and Lecce, 2023). Educational institutions

that adopt strategies to enhance classroom dynamics, such as fostering collaborative learning

experiences, can significantly improve student engagement (World Health Organization (WHO)

Report, 2022). Programs aimed at addressing both the social environment and peer relationships

have demonstrated effectiveness in lowering dropout rates by cultivating a sense of belonging

and support among students (Adeniyi and Kolawole, 2015). Similarly, if a student’s peer group

devalues education or promotes disengagement from school activities, this can create an

environment where dropping out seems like an acceptable option (Lee, Cho and Lee, 2019).
When peers collectively value education and motivate each other, the likelihood of students

considering dropping out diminishes considerably (Boylan and Renzulli, 2017).

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