POSSIBLE SOLUTIONS FOR SCHOOL EVASION: FIND OUT MORE ABOUT THE PROBLEM
OBSERVATORY FOR ENGLISH
LANGUAGE TEACHING
Jan. 13, 2023
School dropout is a latent problem in Brazilian schools and a challenge for school management. This issue has always been a concern for the Brazilian educational system, and, with the worsening of social-economic crises, many children and adolescents have stayed away from school.
In addition, the pandemic and its multiple devastating effects, especially physical and social isolation as well as remote teaching, have contributed to leveraging the numbers exponentially.
In this post, we will explore solutions for school evasion in Brazil, share updated data, and list reasons why young people and children are not attending school. We will also show how school management can deal with this dilemma as reducing these rates is detrimental to learning and the advancement of education in the country.
What is school evasion?
In general terms, school dropout happens when students stop studying and attending an educational institution, either by withdrawing enrolment or dropping out.
It can happen for several complex reasons (which we will explain based on the data below) and there is no single cause of this problem. However, in Brazil, it is undeniable that school exclusion is tied to social class and color.
Poor, black, mixed-race and indigenous students are those who are more likely to be in a situation of economic and social vulnerability that leads them to abandon their studies. This process is not mere coincidence, but the result of a series of actions that place significant portions of these people in situations of silencing, abandonment and invisibility.
Data on school exclusion in Brazil
According to data from the 2019 Pesquisa Nacional por Amostra de Domicílios (PNAD), more than one million children and adolescents were out of school. The most affected groups are those in the age groups of between 15 and 17 (more than 600,000 adolescents, who should be attending secondary education) and between 4 and 5 (almost 400,000 children, who should be in pre-school or early childhood education).
Analyzing this number in relation to the regions of Brazil, the concentration of these male and female students out of school, regardless of age group, falls in the Northeast and Southeast. This result makes sense, given that these are the most populous regions of the country.
When conducting a comparative analysis of percentage data considering the population that did not complete basic education, it is clear that the level of school dropout is higher in the North (4.3%) than in the Northeast (2.7%), for example. In second place is the Midwest region with 3.5%.
What are the main reasons for not attending school?
As mentioned, finding solutions for school evasion is complex and diverse. A close look at the reasons found in the surveys can help school management think about strategies and finding ways to bring young people, children, and families closer to the institutions. Let’s analyze the main reasons of the different age groups.
Children aged 4 and 5
Due to their dependence on the family and/or caregivers, the reasons why children in this age group do not attend school are largely up to the decisions of parents, guardians, and caregivers.
As a result, 48.5% of children in this age group do not attend school as their parents or guardians have chosen to keep them at home — either because they think they are too young to go to school, or because they believe that children are being taken care of better at home.
Also, 19.1% of families claim that there is a lack of places in schools, and 13% claim that there is no school nearby to attend to families in the region, or that the only school available is too far away. Interestingly, 9.4% point out that the school does not accept enrolling the child because of their age.
Children between 6 and 10 years old
In 2019, the percentage of children between 6 and 10 years old out of school who should be in the early years of primary education, was low (0.3%). However, the reasons are cause for concern.
The majority (33.6%) reported a lack of places at school, while 20.8% attested that the child has a chronic/permanent health problem that prevents them from going to school — an alert point for investigation by the public health department. In addition, 18% do not go to school by choice of parents and guardians, who prefer or have no other alternative but to keep them at home.
Children aged 11 to 14
In this age group, we have the introduction of different reasons and new indicators. A high number of 37% state that they simply left school because they had no interest in studying. As well as in the previous item, 21.1% allege chronic/permanent health issues.
In this context, we have data that is more concerning: 6.9% of students who drop out due to pregnancy — here, this number is represented 100% by girls, showing that the arrival of a baby does not affect the boys’ study decisions. In addition, 5.9% need to look for work or start to generate income.
Young people aged 15 to 17
Across the country, adolescents in this age group represent the majority of those out of school. The reasons are similar to those pointed out by children between 11 and 14 years old, but they unfold and expand to other themes related to responsibilities with home and family.
Once again, a high percentage (38.2%) says they have no interest in studying. Almost 15% leave school because they need to look for a job or because they are already working, while 11.4% interrupt their studies because of pregnancy (once again, 100% are female students).
In addition to these reasons, having to do household chores and/or take care of a child, elderly person or person with special needs (7%) stand out.
Pandemic and school dropout
According to the data from the PNAD Contínua survey, in general, a reduction in school evasion rates in Brazil from 2016 to 2019 can be observed. The country went from a percentage of 3.6% of children and adolescents out of school to 2.7% in 2019, dropping continuously throughout this period.
This scenario took a radical turn in 2020 due to the Covid-19 pandemic which imposed social isolation rules and the closing of schools for many months. Remote classes were instituted by nearly every public and private institution in the country.
The difficulty of access to the internet and digital exclusion proved to be problems that culminated in a serious situation. In addition to the health tragedy, the pandemic contributed to a 171% increase in the school evasion rate, according to a study by the organization “Todos Pela Educação”.
At the end of the 2020 school year, more than five million children and young people were out of school or did not have access to school activities, including remotely. This number corresponds to 13.9% of the population between the ages of 6 and 17.
Considerations about school evasion
Although the studies do not indicate optimistic data on school evasion, this is an issue that needs to be looked at carefully by public policies and school management. The theme is complex, and the reasons need to be analyzed more carefully, tackling the surface of the “lack of interest in studying” of certain groups.
It is worth looking at the data and thinking about ways to implement efforts that may result in strategies and solutions for school evasion. Certainly, public policies that guarantee an increase in schools, free transportation, and meals are important starting points. However, it is critical to reflect on other joint actions, especially if we look at the reasons for dropout in studies.
In many age groups, the decision of parents/guardians weighs on the evolution of the student at school. In this sense, carrying out an active search in the territory with the support of individuals from the school community, identifying families and investing in ways to raise awareness may be a way forward. The encouragement, example, and support of parents and guardians can be essential in motivating children or adolescents to continue studying.
We cannot forget that many of these students experience challenging situations at home, but they may also experience situations where they are not welcome at school. Some examples of reasons for dropping out of school are:
- fear of bullying;
- fear of judgement due to pregnancy;
- food insecurity;
- violence in the region;
- fear of low performance in classes.
Possible solutions for school evasion
Finding solutions for school evasion demands a task force and a set of formative actions. These are some possible approaches to be followed:
Mapping the school’s failures and weaknesses
Often, a comprehensive mapping and a candid conversation about the school experience can help guide decision-making and changes that need to be implemented in the school to prevent evasion.
At this point, reflecting upon and pointing out the school’s weaknesses that may contribute to evasion by conducting an honest and realistic diagnosis together with:
- families;
- teachers;
- class representatives;
- administrative and other departments that work in the school;
- other members of the school community.
Making school an attractive and welcoming space
It is impossible to ignore that in surveys, a large number of adolescents and children point out their lack of interest in studying as a reason for not attending school.
This data needs to be observed critically and is an invitation to reflect on the methodologies used in classrooms. To some extent, research shows that young people and children have no interest in school, as if this space was beyond their reality and did not belong to them.
The process of teaching and learning, from this point of view, seems like something foreign in which students are not part of and do not actively participate. It is as though what is accomplished during the lessons has no meaning to them. How can this perception be changed?
One possible way is to approach and invest in teaching methods that bring the content closer to the students’ reality, involving them in the process and making them protagonists of their learning journey. The school must become a space to give voice to children and adolescents, allowing them to express themselves and not just passively receive content.
Controlling attendance
A practical and complementary measure to combat school evasion is to control students’ attendance. Once the absent students are identified, the school can communicate with the family and seek dialogue with parents, guardians, and the student in question. This way, it is possible to understand the reasons for the absences and think of ways to avoid definite future dropouts.
The objective is not to identify the student, punish them and send them back to school, but to seek proximity through empathy and acceptance.
Strengthening the relationship between the school and families
In line with the previous topic, it is important to make the school a welcoming environment for families, parents and guardians, and students. For many families, the school is the only support network and a place where they seek support.
Promoting meetings to discuss concerns, demands, expectations, and difficulties of these families may be indispensable to start building a relationship of partnership and closeness.
As mentioned earlier, the support and encouragement of the family are crucial for students to continue attending school. Investing in participative school management based on open and welcoming communication with the contribution of these aspects is essential to keeping students attending school.
Reviewing the pedagogical project
As mentioned above, thinking about the teaching methods adopted and teacher training, among other points related to everyday life in the classroom, is crucial to understanding how to make education attractive to children and adolescents.
Thinking beyond the demand of making classes more interesting: do students with difficulties in class receive support? Does the school promote other more motivating, enjoyable experiences and dynamics such as music, theatre, arts, and sports? These are some of the questions that can be raised.
It is vital to foster students’ empowerment and to occupy their space in the school environment. Thinking about solutions for school evasion should be seen as a priority to ensure that education plays its role in building a better future for young people and children.
Themes: Schools; Public Policy; Inclusion; Human Rights
Adapted from: https://www.inglesnasescolas.org/en/headline/school-evasion/. Accessed on January 17, 2023. Also published in Portuguese, available on: https://www.inglesnasescolas.org/headline/evasao-escolar/. Also accessed on January 17, 2023. © 2022 British Council. Observatory for English Language Teaching. All rights reserved.
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