Determining factors of early school leaving

Abstract

The early school leaving (ESL) represents a challenge to the Spanish education system, bearing in mind the high rates achieved. This paper analyses the scientific output in order to identify those factors which impact on the ESL during the last decade (2007 to 2017), classified in four different dimensions: personal, familiar, social and educative. It starts from a qualitative methodology, to subsequently measure the rate in which certain factors occur along the 40 articles selected. The outcomes provided reflect the predominance of education and family factors, over the personal and social ones; but these factors do not act independently, since the ESL is multi-casual. Thereupon, the undertaken classification eases the understanding of the leaving constraints and contexts in which are developed.