School Climate Associated with School Dropout Among Tenth Graders

  • Pamela Orpinas University of Georgia
  • Katherine Raczynski College of Education, University of Georgia


Objective. This study evaluated the association between high school dropout and six dimensions of schoolclimate. Method. The sample consisted of 638 tenth graders who participated in the Healthy Teens LongitudinalStudy. Participants attended school in Northeast Georgia, United States of America; they were surveyedeven if they dropped out of school. Information about dropout was obtained through twelfth grade. Logisticregression was used to identify predictors of dropout. Results. More boys (22.1%) than girls (14.4%) droppedout of school. Compared to students who remained in school, students who dropped out of school reportedsignificantly higher overt and relational peer victimization and lower positive relationships with peers, schoolconnectedness, caring adults at school, and meaningful participation in school. In the logistic regression model,male gender [AOR = 1.68] and relational victimization [AOR = 1.51] increased the odds of dropping out, andschool connectedness [AOR = 0.78] and the presence of a caring adult at school [AOR = 0.73] decreasedodds of dropping out. Conclusion. The dimensions of school climate in tenth grade were associated with thedecision to abandon or persist in school. Its multiple dimensions can guide educators to develop programs andpractices to reduce high school dropout.

Biografía del autor/a

Pamela Orpinas, University of Georgia
Profesora del Departamento de Promoción de la Salud de la Universidad de Georgia
Katherine Raczynski, College of Education, University of Georgia
Dr. Raczynski is director of Safe and Welcoming Schools, at the College of Education, University of Georgia 


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Cómo citar
Orpinas, P., & Raczynski, K. (2015). School Climate Associated with School Dropout Among Tenth Graders. Pensamiento Psicológico, 14(1). Recuperado a partir de
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