The Role of Parents in Dropout Prevention

Risk Factors for Dropping Out

Identifying students who are most likely to drop out is not a precise process. Some students with no risk factors leave school, and some with many risk factors complete school.

Although risk factors are not precise predictors, parents should be aware of them. More importantly, they should become involved or seek assistance if they repeatedly see risky behaviors such as skipping school, failing classes, having significant discipline problems, or being involved in illegal activities.

Students with disabilities are at greater risk of dropping out if:

• they have been held back a grade,
• they are older than the other students in their grade,
• they have limited English proficiency, and
• they have family or economic problems (Dynarski & Gleason, 1999; Wells, 1990; Williams Bost, 2004).

Among students with disabilities, students with emotional and/or behavioral disorders (EBD) and students with learning disabilities (LD) are at greatest risk of dropping out (Lehr, Johnson, Bremer, Cosio, & Thompson, 2004; Wagner, 1995; Wagner & Cameto, 2004; Wagner et al., 1991).

Why Do Youth Drop Out?

When youth drop out of school, it isn’t always an intentional decision. Many say they simply stopped going to school one day and no one objected. Some youth may drop out because they have problems with teachers, dislike school, or receive low grades. Other youth, however, leave school because of problems not directly related to academics, such as financial needs, family caretaking responsibilities, employment, or pregnancy. Others drop out because they think that principals or teachers wanted them to (Dynarski & Gleason, 1999; National Center on Secondary Education and Transition, 2004; Williams Bost, 2004).

Consequences

Most students who drop out have not fully considered the consequences and typically are not prepared for what happens to them afterward. Although they are not finished maturing physically and emotionally, these adolescents often face the challenging transition to independent living and adulthood without the benefit of adult guidance, support systems, or services. As a result, they are more likely to face poor job prospects, experience lifelong dependence on social service systems, use illicit drugs, become involved in the juvenile justice system, and become teen parents (Alliance for Excellent Education, 2003; American Youth Policy Forum, 1998; Hair, Ling, & Cochran, 2003; Harlow, 2003).

Family Involvement and School

Completion Family involvement is one of the most important contributors to school completion and success. The most accurate predictor of a student’s school achievement is the extent to which his/her family encourages learning. Success is more likely if the family communicates high, yet reasonable, expectations for the student’s education and future career and becomes involved in his/her education. Middle school and high school students whose parents remain involved tend to: • make better transitions, • maintain the quality of their work,

• develop realistic plans for their future,
• have higher graduation rates, and
• advance to postsecondary education (Clark, 1993; Henderson & Mapp, 2002; Mapp, 2004; Schargel & Smink, 2001; Williams Bost, 2004).

Promising Approaches

Strategies Parents of At-Risk Youth Should Know About

The following strategies promote achievement and help students stay in school.

Supporting Student Engagement

Students who actively participate in and identify with their school are more motivated to stay in school and more likely to graduate than those who are not involved with their school. Poor attendance, academic failure, emotional withdrawal, or other inappropriate conduct all can indicate that a student has disengaged from school (Edgar & Johnson, 1995). After-school and extracurricular activities can be an effective way of engaging students who find academics frustrating.

Learning styles, learning disabilities, and life experiences may all contribute to low academic achievement or problem behavior (Kerka, 2003). Many students with disabilities have trouble passing standard assessment tests. One means of promoting student engagement is to identify and accommodate disabilities so a student’s academic knowledge can be accurately assessed (Hayes, 1999; Thurlow, Sinclair, & Johnson, 2002).

Tailoring instruction to meet the needs of individual students also supports student engagement. Many at-risk youth are not well served by mainstream education (Raywid, 2001). The traditional approach to education is well-suited to students with strong language and math abilities. However, teachers can help students find other creative ways to learn, solve problems, demonstrate their talents, and achieve success. Technology and classroom materials designed for use by students of varying abilities can support individualized instruction that engages all students in learning (Smink, 2004). Parents can advocate for their school districts to adopt such “universal design” practices.

Parents or caring adults can also advocate for individualized discipline procedures and modification of school policies, such as alternatives to out-of-school suspension. Another approach is to include students in problem-solving. Engaging students in the development and enforcement of school rules can help youth learn to evaluate possible consequences and make good decisions (Edgar & Johnson, 1995).

Exploring Career Education/Workforce Readiness

Integrated academic and vocational education, career development, and work-based learning can also promote success for at-risk students (James & Jurich, 1999; Wonacott, 2002). Students with EBD are often more successful in schools that provide training for competitive employment and maintain high expectations (Hair et al., 2003; Kerka, 2003). Participation in service learning can also improve grades, school attendance, social responsibility, and community-oriented attitudes (Giles & Eyler, 1994; Hamilton & Fenzel, 1998; Schumer, 1994).

Caring Adults Make a Difference

Youth Need Adults Who Care

Students who drop out often feel that teachers, administrators, and others are not interested in them (Grobe, Niles, & Weisstein, 2001). Caring, knowledgeable adults can establish a climate of trust and support that lets youth know someone is paying attention. These adults can be “teachers, counselors, mentors, case workers, community members . . . who understand and deeply care about youth and provide significant time and attention” (James & Jurich, 1999, p. 340). School programs offering services over a long period foster such trusting relationships between students and adults (Kerka, 2003).

It may be especially important for youth who do not have family support to develop such relationships. All students can benefit from them, however. This includes youth who may find it difficult to confide in their parents as well as children of actively engaged parents (Roehlkepartain, Mannes, Scales, Lewis, & Bolstrom, 2004).

In their middle and high school years, teens want and need more privacy and independence. As they accept increased responsibility for and have opportunities to learn from their own decisions, they may need less parent involvement. Even so, they still need their parents.

Conclusion

Graduating from high school is a cornerstone of future success. Although students with disabilities may face obstacles to completing their education, parents can play a key role in helping their children achieve this goal. By staying involved, focusing on individual strengths, finding the right school setting, and holding high expectations, parents can help their children prepare for successful adulthood.

References

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