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Exploring the Relationship between Early Leaving of Education and Training and Mental Health among Youth in Spain

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  • Laura M. Guerrero-Puerta

    (Department of Social Psychology and Education, University Pablo de Olavide, 41013 Seville, Spain
    Department of Didactics, International University of La Rioja, 26006 Logroño, Spain
    Department of Education and Social Psychology, University Isabel 1 de Castilla, 09003 Burgos, Spain
    Reseach Group HUM-308, University of Granada, 52005 Granada, Spain)

  • Miguel A. Guerrero

    (Independent Researcher, 29680 Málaga, Spain)

Abstract

This study aimed to explore the relationship between Early Leaving Education and Training and mental health perceived by young Spanish school leavers, as well as develop mid-range theories to better understand this relationship. The study uses a grounded theory approach; specifically, Charmaz’s constructivist approach and its informed version have guided the study. Through qualitative interviews with individuals who had left school prematurely, the results of this study showed a bidirectional relationship between ELET and mental health, where the detriment in the mental health of young people who leave school early should be understood as both a cause and an effect of the process of ELET. In addition, the findings suggest that certain socio-economic and educational factors, such as bullying, academic stress, self-responsibilization of failure, and labels such as “NEET” can contribute to a decrease in mental health. Overall, this study has provided new insights into the ELET-mental health relationship, contributing to the development of mid-range theories that can inform future research and interventions to minimize these problems.

Suggested Citation

  • Laura M. Guerrero-Puerta & Miguel A. Guerrero, 2023. "Exploring the Relationship between Early Leaving of Education and Training and Mental Health among Youth in Spain," Societies, MDPI, vol. 13(5), pages 1-19, April.
    • Handle: RePEc:gam:jsoctx:v:13:y:2023:i:5:p:103-:d:1130207
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    References listed on IDEAS

    as
    1. Byrne, Delma & Smyth, Emer, 2010. "No Way Back? The Dynamics of Early School Leaving," Research Series, Economic and Social Research Institute (ESRI), number BKMNEXT163.
    2. Clare A. O'Connor & Judith Dyson & Fiona Cowdell & Roger Watson, 2018. "Do universal school‐based mental health promotion programmes improve the mental health and emotional wellbeing of young people? A literature review," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(3-4), pages 412-426, February.
    3. Laura Guerrero-Puerta & Miguel. A Guerrero, 2021. "Could Gamification Be a Protective Factor Regarding Early School Leaving? A Life Story," Sustainability, MDPI, vol. 13(5), pages 1-19, February.
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