School dropout factors identified by faculty in post-pandemic high school students

Original title: Factores de abandono escolar que identifican los docentes en alumnos de educación media superior de post pandemia

The main objective of this research was to compare whether the factors contributing to school dropout before the pandemic have remained the same or changed from the perspective of high school teachers in a school in the state of Nuevo León. This analysis is particularly relevant given the limited attention and importance that has been assigned to this educational level over the last decade. Morin and Pakman’s (2004) four agents were used as a reference framework, categorizing the factors into four groups: the student, the family, the state (with an emphasis on socioeconomic status), and the institution.

A qualitative research approach with a phenomenological design was chosen to identify the predominant dropout factors from the teachers' perspective. Semi-structured interviews were conducted, allowing for an in-depth exploration, comparison, and understanding of the shared experiences of individuals regarding the dropout phenomenon.