{"id":54795,"date":"2020-11-11T00:00:59","date_gmt":"2020-11-11T08:00:59","guid":{"rendered":"https:\/\/world.edu\/?p=54795"},"modified":"2020-11-10T11:52:55","modified_gmt":"2020-11-10T19:52:55","slug":"in-the-classroom-what-are-the-factors-that-can-contribute-to-dropping-out-of-school","status":"publish","type":"post","link":"https:\/\/world.edu\/in-the-classroom-what-are-the-factors-that-can-contribute-to-dropping-out-of-school\/","title":{"rendered":"In the classroom, what are the factors that can contribute to dropping out of school?"},"content":{"rendered":"

\"\"<\/span><\/a><\/p>\n

Dropping out<\/span><\/a>\u00a0is a considerable social problem (it affects more than 100,000 young people in France).\u00a0This phenomenon worsened with the confinement of spring 2020 which helped to\u00a0<\/span>weaken the links<\/span><\/a>\u00a0between the school and a certain number of students.<\/span><\/p>\n

The insights into the possible causes of this phenomenon are manifold.\u00a0At the risk of oversimplifying, it can be argued that the work, mainly in sociology or psychology, is divided between causes “external” to the school (social environment, life trajectory, family experiences, etc.) and “internal” causes. \u00bbAt school (mainly considered on a few dimensions: school climate, violence, evaluation, failure, etc.).<\/span><\/p>\n

It should be noted that research is increasingly focusing on the\u00a0<\/span>multiplicity<\/span><\/a>\u00a0of causes and their interactions in the history of subjects and in the genesis of dropout.\u00a0However, most of them do not enter the classroom to study how teaching is going and how it is experienced.<\/span><\/p>\n

Everything happens as if what occupies most of the students’ school time and what constitutes the main reason for their presence at school does not weigh any weight in the mechanisms of hooking up or dropping out.<\/span><\/p>\n

This is why, as didacticians (that is to say as researchers who seek to understand the functioning of teaching and learning from disciplinary content) we have proposed a significantly different approach.<\/span><\/p>\n

In fact, it seemed to us that the students’ experiences – that is to say their ways of experiencing school subjects, the emotions and feelings they associate with them – also weighed heavily on the dropout mechanisms. .\u00a0This research has been the subject of numerous publications, including a book in 2016, under the title:\u00a0<\/span>Vivre les disciplines scolaire. Disciplinary experience and dropping out of school<\/span><\/em><\/a>\u00a0.<\/span><\/p>\n

Give sense<\/strong><\/h4>\n

We therefore administered questionnaires (more than 2,000) and conducted interviews (nearly 200) with students in primary and secondary schools, including SEGPA students (adapted general and vocational education sections), in high school (including students from vocational high schools), and beyond (BTS, GRETA, students).<\/span><\/p>\n

The results are in line with our hypotheses.\u00a0I will only mention the main ones here.\u00a0The experience of school subjects by dropout students is generally negative, from boredom to rejection.\u00a0This concerns the so-called main subjects, in particular mathematics.\u00a0The only exceptions are physical and sports education and the visual arts, as well as certain vocational subjects in fields chosen by the students (aesthetics, cooking).<\/span><\/p>\n

The negative nature of this experience is due to various factors including:<\/span><\/p>\n