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Attachment and School Completion: Understanding Young People Who Have Dropped Out of High School and Important Factors in Their Re-Enrollment

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  • Gro Hilde Ramsdal

    (Department of Social Education, Faculty of Health Sciences, UiT The Arctic University of Norway, 9404 Harstad, Norway)

  • Rolf Wynn

    (Department of Clinical Medicine, Faculty of Health Sciences, UiT The Arctic University of Norway, 9038 Tromsø, Norway)

Abstract

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. The aim of the present study was to synthesize knowledge regarding processes related to school dropout in general and school re-enrollment in particular. We performed a narrative review of the literature, focusing on Norwegian and Nordic studies, but we also included studies from other countries when relevant. We discussed the findings in relation to attachment theory and our own research on the topic. As a result, we identified five main 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. In conclusion, the identified challenges converged on the importance of belonging and social support. The prerequisite for addressing the challenges seemed to be the establishment of a trustful relationship between the students who have dropped out and at least one teacher, and preferably also with other supportive adults. These relationships may provide sufficient social support and aid the students’ motivation to complete school.

Suggested Citation

  • Gro Hilde Ramsdal & Rolf Wynn, 2022. "Attachment and School Completion: Understanding Young People Who Have Dropped Out of High School and Important Factors in Their Re-Enrollment," IJERPH, MDPI, vol. 19(7), pages 1-15, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:7:p:3938-:d:780097
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    References listed on IDEAS

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    1. Elena Delgado & Cristina Serna & Isabel Martínez & Edie Cruise, 2022. "Parental Attachment and Peer Relationships in Adolescence: A Systematic Review," IJERPH, MDPI, vol. 19(3), pages 1-22, January.
    2. Elisa Mancinelli & Hanna D. Liberska & Jian-Bin Li & José P. Espada & Elisa Delvecchio & Claudia Mazzeschi & Adriana Lis & Silvia Salcuni, 2021. "A Cross-Cultural Study on Attachment and Adjustment Difficulties in Adolescence: The Mediating Role of Self-Control in Italy, Spain, China, and Poland," IJERPH, MDPI, vol. 18(16), pages 1-19, August.
    3. Rumberger, Russell W. & Lamb, Stephen P., 2003. "The early employment and further education experiences of high school dropouts: a comparative study of the United States and Australia," Economics of Education Review, Elsevier, vol. 22(4), pages 353-366, August.
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    1. Gro Hilde Ramsdal & Rolf Wynn, 2022. "Theoretical Basis for a Group Intervention Aimed at Preventing High School Dropout: The Case of ‘Guttas Campus’," IJERPH, MDPI, vol. 19(24), pages 1-14, December.

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