Search Results (143)

Background: This study examined treatment outcomes for cannabis use disorder (CUD) among adolescents (12–17 years old) in the United States. Methods: Data from the 2018–2021 Treatment Episode Data Set-Discharges (TEDS-D) included 40,054 adolescents diagnosed with CUD. Descriptive statistics, Chi-square tests, and multivariable logistic regression assessed treatment outcomes and factors associated with treatment completion. Results: Only 36.8% of adolescents completed treatment. The most common reasons for not completing treatment were dropping out (28.4%) and transferring to another facility/program (17.0%). Males and Black non-Hispanic adolescents had lower odds of completing treatment (OR = 0.79, 95%CI: 0.75–0.84), while Hispanic (OR = 1.13, 95%CI: 1.08–1.18), Asian (OR = 1.56, 95%CI: 1.3–1.86) and Native Hawaiian/Pacific Islander adolescents (OR = 2.31, 95%CI: 2.04–2.61) had higher odds of completion compared to their White counterparts. Independent living arrangements, homelessness, arrests in the past 30 days and younger age (<15 years old) decreased the likelihood of treatment completion. Adolescents with co-occurring mental health and substance use disorders also had lower completion rates (OR = 0.79, 95%CI: 0.77–0.86). Referral from schools/employers and treatment settings were associated with a higher success, particularly with stays of 4–6 months and 7–12 months. Conclusion: This study highlights the need for targeted CUD treatment programs that support at-risk adolescents, especially those experiencing homelessness or facing legal issues. High dropout and transition rates suggest a need for continuity of care and program integration between facilities. Strengthening coordination among public health officials, community organizations, and stakeholders is essential to developing culturally responsive treatment interventions that address social determinants of health, substance use, and mental health in this vulnerable population. Full article

The aim of this study is to identify the key factors contributing to student dropout and to develop a predictive model that estimates the dropout risk of students based on their entry characteristics and enrolment registration data. Our analysis is based on the registration and academic data of 971 full-time and part-time bachelor’s students in five faculties, who were enrolled in the academic year 2021–2022 at the Latvia University of Life Sciences and Technologies (LBTU). The dropout analysis was done during the 3.5 years of study, when the students started their last semester in engineering and information technology, agriculture and food technology, economics and social sciences, and forest and environmental studies and when veterinary medicine students had completed more than half of their program of study. Survival analysis methods were used during the study. Students’ dropout risk in relation to gender, faculty, priority to study in the program, and secondary school performance (SM) was estimated using the Proportional hazard model (Cox model). The highest student dropout was observed during the first year of study. Secondary school performance was a significant predictor of students’ dropout risk; students with higher SM had a lower dropout risk (HR = 0.66, p < 0.05). As well, student dropout can be explained by faculty or study programme. Students in economics and social sciences were at lower dropout risk than the students from the other faculties. Results show the model’s concordance index was 0.59, and this indicates that additional or stronger predictors may be needed to improve model performance. Full article

Many vocational education and training (VET) students in the Netherlands struggle with the transition from education to the labour market, resulting in high dropout rates. VET institutions are actively seeking effective mechanisms to support their students during this transition. This research explored valuable strategies identified by education professionals to facilitate a sustainable transition from education to the labour market. This study employed a realistic evaluation framework using CIMO-logic (which focuses on the Context, Intervention, Mechanism, Outcome) for analysis in order to gain insight into the processes of change. In total, four cases were studied at two Dutch educational institutions. The research followed an inductive approach using within-case and cross-case analyses. Five key elements were identified: skills and competencies, Self-insight, Self-efficacy, Building a professional network, and bridging education and practice. In school-to-work guidance for VET students, these elements are relevant to consider in guidance programs. Full article

This study aims to predict and discover important factors for the learning performance of students belonging to two ethnic groups—Khmer and Chinese (Hoa) students—in Soc Trang with the use of random forest (RF) and Gaussian Naïve Bayes (GNB) classifiers based on students’ demographics and grade point average (GPA) scores. The study involved 174 Khmer and Chinese (Hoa) students in Grade 10 in a high school in Soc Trang Province, Vietnam. The results showed that, for Khmer students, GNB was better than RF, with an F1 score of 100%. Mathematics was the most important subject leading Khmer students to very good or poor performance. For Chinese (Hoa) students, both classifiers showed the same accuracy performance. Scores in Literature and English in Semester 1 impacted Chinese (Hoa) students’ performance. The results of this study provide a reference for formulating a policy to improve the learning performance of minority students to prevent dropouts. Full article

This study aims to explore the experiences and perceptions of service providers working in direct contact with out-of-school youth to identify ways to build a more sustainable and responsive support system within the community. Individual and group interviews were conducted with eight service providers, including a team leader and five directors from public out-of-school support institutions, as well as two schoolteachers from the Board of Education, who were experienced in assisting dropout students. Reflexive thematic analysis of the interview data revealed four key themes: connecting youth to the community system, diversifying programs, minimizing disparities, and increasing societal awareness of out-of-school youth. These findings highlight how various needs and access to opportunities can be provided to all youths, regardless of their school enrollment. The study underscores the importance of shared responsibility in building an inclusive, community-based approach. It also emphasizes the necessity of cross-sector and inter-ministerial collaboration to reduce structural barriers and promote equitable learning opportunities. By centering the voices of practitioners, this study contributes to the broader discourse on building a sustainable community in which out-of-school youth can receive opportunities and resources to thrive as healthy contributing members of the community. Full article

This study investigates the dropout risk among first- and second-year high school students in the peripheral areas of Southern Italy, where the dropout rates are extremely high. It focuses on individual and relational factors associated with dropout, analyzing data from 645 students (M_age = 14.64) who completed a self-report questionnaire. The examined variables include self-efficacy, amotivation, future orientation, peer relationships, and students’ trust in teachers. Hierarchical regressions assessed the influence of grade levels on these dimensions. Our findings show a positive developmental trend in second-year students, including higher self-efficacy, better peer relationships, and reduced intentions to drop out. However, trust in teachers declines during this transition. Moreover, relationships with teachers show no significant improvement across grades. Therefore, this study underscores the importance of fostering trust between students and teachers as a protective factor against dropout. It also reveals the need for interventions targeting both students and the educational environment to improve teacher–student relationships and support students’ educational aspirations. By addressing these relational aspects, stakeholders can better mitigate dropout risks and promote school engagement during critical transitions in adolescence. Full article

Background: Adolescents’ use of step tracker mobile applications (apps) could be influenced by their assessment of the mobile app used. Objectives: To analyze differences in the dropout rate, app assessment, and problematic mobile phone use based on prior physical activity levels and the app used. Methods: A study with a quasi-experimental design was carried out with the participation of 240 adolescents, who were further categorized as either active or inactive. The adolescents carried out a 10-week intervention promoted as a part of the physical education curriculum, three days a week, in which they randomly used the Pokémon Go, MapMyWalk, Pacer, or Strava mobile apps after school for cardiorespiratory training. Results: The results showed a higher dropout rate from Pokémon Go in the group of inactive adolescents (p = 0.012). No differences were found in the assessment of apps based on the level of activity of the adolescents, neither overall nor when analyzing this question based on the app used (p > 0.05). As for problematic mobile phone use, only previously inactive adolescents assigned to the Pacer group significantly increased their final score after the intervention (p = 0.044), with no changes being identified in the other groups or apps (p > 0.05). Furthermore, the active adolescents showed a positive relationship between the volume of training and problematic mobile phone use (p = 0.023), specifically with the conflicting use of this device (p = 0.017). Conclusions: The inactive adolescents had a higher dropout rate when using Pokémon Go. There were no differences in app assessment between the active and the inactive participants. However, the active adolescents showed a link between their training volume and problematic mobile phone use. Full article

Competency-Based Education (CBE) has been widely studied since the 1970s, yet it remains innovative due to its challenges across disciplines and cultures. Tecnológico de Monterrey, a Mexican private institution, implements CBE through its Tec21 model, which emphasizes challenge-based learning to develop disciplinary and transversal skills. Since its launch in 2019, Tec21 has generated extensive data, offering an opportunity to assess its performance and ensure quality. This study analyzes data from six academic semesters in the School of Engineering and Sciences to address key quality assurance questions. First, we evaluate whether initially enrolling in a generic area before selecting a specific program improves long-term student outcomes. Second, we examine competency development, identifying challenges in achieving certain skills and their links to dropout rates and module difficulty. Third, we explore the relationship between final grades, module credit allocation, and Tec weeks to assess curriculum alignment with academic performance. Using data from over 550,000 evaluations of 4500+ students, our analysis provides robust quality metrics. Findings suggest that students who start in generic areas perform better long term and highlight the complex interplay between competencies, module characteristics, and academic success. These insights deepen the understanding of CBE implementation and offer recommendations to improve educational strategies and quality assurance within competency-based frameworks. Full article

School dropout in higher education remains a significant global challenge with profound socioeconomic consequences. To address this complex issue, educational institutions increasingly rely on business intelligence (BI) and related predictive analytics, such as machine learning and data mining techniques. This systematic review critically examines the application of BI and predictive analytics for analyzing and preventing student dropout, synthesizing evidence from 230 studies published globally between 1996 and 2025. We collected literature from the Google Scholar and Scopus databases using a comprehensive search strategy, incorporating keywords such as “business intelligence”, “machine learning”, and “big data”. The results highlight a wide range of predictive tools and methodologies, notably data visualization platforms (e.g., Power BI) and algorithms like decision trees, Random Forest, and logistic regression, demonstrating effectiveness in identifying dropout patterns and at-risk students. Common predictive variables included personal, socioeconomic, academic, institutional, and engagement-related factors, reflecting dropout’s multifaceted nature. Critical challenges identified include data privacy regulations (e.g., GDPR and FERPA), limited data integration capabilities, interpretability of advanced models, ethical considerations, and educators’ capacity to leverage BI effectively. Despite these challenges, BI applications significantly enhance institutions’ ability to predict dropout accurately and implement timely, targeted interventions. This review emphasizes the need for ongoing research on integrating ethical AI-driven analytics and scaling BI solutions across diverse educational contexts to reduce dropout rates effectively and sustainably. Full article

This article examines the audiovisual representation of violence during the armed takeover of the Ecuadorian television channel TC Television on 9 January 2024, an unprecedented event in the country’s recent media history. Employing a film analysis methodology, the study deconstructs the live broadcast by segmenting it into visual sequences and analyzing elements such as narrative content, shot composition, camera movement, sound design, and editing techniques. The interpretive phase includes narratological, iconic, and psychoanalytic readings. From a psychoanalytic perspective, the study explores the emotional impact of the broadcast on viewers, focusing on responses such as fear, anxiety, identification, projection, and the activation of psychological defense mechanisms. It also reflects on the broader sociocultural consequences of such representations of violence in public media. The article concludes by emphasizing the need for public investment in inclusive and high-quality education as a structural response to youth vulnerability, school dropout, and the risk of recruitment by organized criminal groups in Ecuador. Full article

School dropout is a global issue that compromises individual and societal well-being. Researchers in psychology emphasize that dropout often results from a prolonged erosion of bonds between individuals, schools, and society, especially in socioeconomically disadvantaged contexts. School trust, described as the “connective tissue” within the school system, fosters psychological well-being and is associated with self-esteem, self-efficacy, life satisfaction, and reduced depression. This study aimed to explore the interaction of various relational constructs related to school life, which could be used to improve student well-being and reduce the risk of dropout. A total of 645 high school students from impoverished and high-crime neighborhoods in Naples were involved in the cross-sectional study, investigating the role that school trust plays in relation to positive teaching, self-efficacy, and the sense of belonging. The results indicate that positive teaching significantly enhances the sense of school belonging through the mediating role of students’ trust in teachers. These findings highlight the crucial role of trust as a mediator in strengthening student–school relationships. Schools should prioritize fostering trust by promoting teacher transparency, consistency, and care. Such efforts can enhance students’ sense of belonging, ultimately mitigating dropout risk and restoring their connection with education. This systemic approach is especially vital in contexts with significant socioeconomic challenges. Full article

Sexual violence among school-aged girls is a global health problem. Research has shown that school-aged girls experience high rates of sexual violence that often go unreported. In Kenya, one in three girls experiences sexual violence before the age of 18. Sexual violence against girls can prevent them from safely attending school and cause health issues that affect school performance. This qualitative study explored community and environmental factors associated with sexual violence against school-aged girls in Kitui County, Kenya. A total of 25 in-depth interviews were conducted with key stakeholders from Kitui South Sub County. The stakeholders were from six sectors, including the police, health, education, community, religious, and criminal justice sectors. The data were analyzed using conventional content analysis to gain an understanding of the stakeholder’s perspectives and knowledge relating to sexual violence against school-aged girls. Stakeholders frequently identified the criminal justice system, culture and traditional beliefs, and threats to well-being as barriers to reporting sexual violence offenses. Girls who experience sexual violence often contend with shame from the community, and the effects of stigma include loss of resources, additional violence, poorer marriage prospects, unplanned pregnancies, school dropouts, or abandonment. Perpetrators often threatened or bribed the families of girls who experienced sexual violence with gifts or monetary incentives to prevent them from reporting the crime to local authorities, while the criminal justice system itself presents numerous challenges for victims. The reporting of sexual violence could be increased by focusing on intervention strategies that challenge attitudes, norms, and behaviors rooted in gender inequality. By addressing the underlying causes of stigma and inequality, we can create a safer environment for school-aged girls to report sexual violence and seek justice. Full article

The phenomenon of student dropout in higher education presents significant challenges for students, higher education institutions, governments, and society. The present study focuses on the dropout rates within the engineering programmes at one school of engineering in Mexico. This study uses a quantitative approach with a non-experimental cross-sectional design. Exploratory, descriptive, and correlational analyses of historical data from the University Information and Administration Integral System were performed. A logistic regression model was applied to assess the influence of various demographic, academic, and socioeconomic factors on the likelihood of student dropout. The results show some predictive variables, namely, Gender, Displaced students from home, High school GPA, and Mathematical skills. In conclusion, the group of students identified as the most likely to drop out comprised males who were studying very far away from home, who studied in a private high school in a general programme (not technological), and who presented lower grades in math. Since most dropouts were identified in the first two semesters, students who perform poorly in these semesters and have the former characteristics could benefit from special attention. Full article

Community schools represent a transformative approach to addressing systemic inequities in public education by integrating academic, social, and health services to create equitable learning environments. This study investigated the long-term impact of community school programming at an urban elementary school on middle school academic outcomes and college readiness indicators. Utilizing a quasi-experimental design with rigorous inclusion criteria and propensity score matching, the researchers minimized the bias from baseline group differences to enhance the internal validity. The key findings indicate that students who attended the community school demonstrated significant increases in grade point average over time and were less likely to exhibit high school dropout risk factors compared to a demographically matched comparison group of students who did not attend a community school. A higher proportion of the community school students met college readiness benchmarks, underscoring the sustained impact of community school programming. These results align with the existing literature on the potential of community schools to mitigate academic disparities and highlight the importance of integrating holistic support into educational strategies. By demonstrating a robust methodological approach, this study contributes valuable evidence to guide policymakers and practitioners in scaling and optimizing community school models to advance educational equity and excellence. Full article

This work reports and discusses the results of a secondary analysis on statistical data regarding the phenomenon of school dropout in Italy starting from primary school. The research was conducted as part of Next GenerationEU funded by the European Union. The aim is to highlight any territorial differences in the phenomenon at the European, national, and local level. The data were collected from reliable sources (Eurostat, National Institute of Statistics, Ministry of Education and Merit, Regional School Office of Campania) and are updated to the latest year available. In line with the goals of PRIN, the aim was to photograph the national situation starting from the results of the INVALSI tests recorded in primary and lower secondary schools. The results of the analysis show that the levels of school dropout in Italy are among the highest in EU countries and, within our country, the well-known gap between the North and South remains, with the latter in a worse position. An econometric model is presented that demonstrates a cause–effect relationship that goes from the results of the primary cycle to those of the secondary cycle. This outcome attests to the importance of strengthening and increasing the skills necessary to prevent the possible conditions of school dropout starting from primary school. Full article