Understand the causes of early school leaving and underachievement
Early school leaving and underachievement are rarely the result of a single factor. They emerge from the cumulative and intersecting effects of multiple social determinants that shape children’s educational pathways.
They are outcomes of a complex interplay between structural, individual, and relational determinants. Addressing them requires holistic strategies that integrate high-quality early education, responsive pedagogies, socio-economic support, culturally and linguistically inclusive practices, gender-sensitive approaches, and robust attention to student well-being.
The complex interplay of social determinants
Early childhood education and care
High quality early childhood education and care is the foundation of educational pathways. Unequal access to high-quality early years provision creates early gaps in language, social, and thinking skills. Without strong early support, these gaps tend to widen as children move through school.
Cognitive factors
Learning difficulties, attention challenges, or unmet special educational needs can lead to disengagement if they are not identified early and well supported. Tailored assessment and scaffolding are key to keeping students on track.
Institutional environment
Rigid curricula, limited support services, and exclusionary policies can unintentionally push vulnerable students out. School expectations and teacher attitudes strongly shape whether students feel school is relevant and achievable.
Socio-economic conditions
Poverty, unstable work in the family, and few learning resources at home reduce students’ chances to stay engaged with school. These pressures increase the risk of early exit.
Cultural influences
When school norms clash with home values or minority identities are devalued, students may feel they don’t belong. Inclusive practices that respect different backgrounds help prevent alienation.
Linguistic factors
Using a minority language at home, recent migration, or weak language support in school can slow literacy and learning. Without targeted language help, confidence and achievement suffer.
Gender dynamics
Patterns vary by context, but boys may be over-represented in ESL due to behaviour expectations, while girls may face barriers related to roles, responsibilities, or cultural norms. Gender-responsive approaches are needed in both cases.
Psychosocial well-being
Stress, trauma, bullying, and low self-esteem make it hard for students to focus and persist. Safe, supportive environments and access to mental health support are essential for learning.