Citation

Pedditzi ML, Fadda R, Lucarelli L. Int. J. Environ. Res. Public Health 2022; 19(19): e12589.

Copyright

(Copyright © 2022, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph191912589

PMID

36231889

PMCID

PMC9565153

Abstract

This study investigates the principal risk and protective factors associated with student distress and school dropout in a group of preadolescents, through a qualitative and quantitative comparison between the perspectives of students, parents, and teachers. We administered a questionnaire to evaluate student distress and school dropout in a middle school (student's age range 13-15 years). We afterwards analyzed the responses of students at risk of school dropout. We also administered a semi-structured interview with their parents and their teachers. The results indicated significant levels of school distress in students (Collective Distress > 8.75) and a problematic relationship between parents and students (22.42%). We also found a problematic relationship between teachers and students (24.39%). The main protective factor of student distress and school drop-out indicated by the students was a more sensitive and supportive relationship with both parents and teachers. On the contrary, parents and teachers indicated as possible causes of school distress and drop-out the intrinsic students' motivation or other external factors associated with the community. The results of our study highlight the importance to apply a multidimensional and transactional psycho-educational model, in which the relationship between the students and their caretaker plays a major role.

Language: en

Keywords

school dropout; adolescent growth; parent–adolescent relationships; protective and risk factors; student distress; students–teacher interaction