School Dropout Profiles

There are different ways to characterize a dropout. The terminology used here is based on the Guide de prévention du décrochage scolaire. The Guide identifies four types, based on school factors (attitudes of teachers and class climate), personal characteristics (academic performance, behavior, social skills, etc.) and family (quality of the family situation).

The "not interested" type

This type represents approximately 40% of students at risk of dropping out, but in fact is the group at least risk of doing so. These students perform very well academically, have little motivation and are bored in school. They do not accord much importance to good conduct, nor in general to instructions and classroom activities. These students are positively perceived by teachers but they receive little emotional support from parents.

The "behavioral problems and learning difficulties" type

This group represents approximately 30% of students at risk of dropping out. They exhibit poor academic performance and the worst behavioral problems among the four types. They give little importance to good conduct and to instructions and classroom activities. These students are perceived negatively by the teaching staff and have a high incidence of depression (sadness, loss of energy, low self-esteem, etc.).

The "hidden delinquent" type

Some 20% of students at risk of dropping out belong to this group. Even though they exhibit good academic performance, they accord little importance to order and organization in the classroom. Perceived positively by the teaching staff, these students are usually subject to limited parental control. This type of drop-out may exhibit behaviors like: minor misdemeanors (lies, theft, etc.), damage to property (setting fires, vandalism, etc.), delinquent acts (shoplifting, unlawful use of cheques or cards credit, car theft, drug dealing, various other offences, etc.).

The "depressive" type

Average performers at school, these students make up about 10% of those at risk of dropping out. They have little awareness of order and organization in the classroom (good behavior and organization of instructions and activities). This is the type of potential drop-out that is best perceived by teachers and described as not exhibiting any externalized behavioural problems. However, they tend to suffer from levels of depression above the clinical threshold (sadness, low self-esteem, etc.) and even suicidal ideation in some cases. Students of this type usually have the most family problems.

Other profile descriptions are also valid, but the key thing to remember is that young people who drop out are sufficiently distinguishable from others to justify actions being taken, which should be personalized according to the strengths and difficulties of the student in question.

^{Source: P. Potvin, L. Fortin, D. Marcotte, É. Royer and R. Deslandes. 2004, Guide de prévention du décrochage scolaire, CTREQ, Quebec.}