School Climate Associated with School Dropout Among Tenth Graders

Abstract

Objective. This study evaluated the association between high school dropout and six dimensions of school climate. Method. The sample consisted of 638 tenth graders who participated in the Healthy Teens Longitudinal Study. Participants attended school in Northeast Georgia, United States of America; they were surveyed even if they dropped out of school. Information about dropout was obtained through twelfth grade. Logistic regression was used to identify predictors of dropout. Results. More boys (22.1%) than girls (14.4%) dropped out of school. Compared to students who remained in school, students who dropped out of school reported significantly higher overt and relational peer victimization and lower positive relationships with peers, school connectedness, 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, and school connectedness (AOR = 0.78) and the presence of a caring adult at school (AOR = 0.73) decreased odds of dropping out. Conclusion. The dimensions of school climate in tenth grade were associated with the decision to abandon or persist in school. Its multiple dimensions can guide educators to develop programs and practices to reduce high school dropout.