NotesFAQContact Us
Search Tips
ERIC Number: ED526385
Record Type: Non-Journal
Publication Date: 2008
Pages: 13
Abstractor: ERIC
Reference Count: 0
Addressing Dropout Related Factors at the Local Level: Recommendations for Teachers
Smith, Sandra Covington
National Dropout Prevention Center for Students with Disabilities
As educators and practitioners continue to seek effective interventions to prevent dropout, they must focus on identifying, monitoring, and addressing risk factors that are influenced by teachers (e.g., academic performance, peer and adult interactions, attendance, and behavior). As a result, teachers' roles in dropout prevention are critical. Teachers have the opportunity to intervene naturally and frequently within their classrooms each day. Teachers can provide support and opportunities for students that buffer "push effects" that lead to dropout (e.g., academic failure; feelings of alienation and isolation; negative attitudes toward school; poor relationships with teachers and peers; and antisocial behavior). In this practice guide, evidence-based strategies and recommendations are provided that teachers may implement within their classrooms to maximize student engagement and buffer "push effects". In order for teachers to effectively address dropout related factors, it is imperative to view the classroom within the context of three systems: (1) environmental, including adult interactions and peer relationships; (2) instructional, including both curriculum and instruction; and (3) behavioral, including expectations and rules. Within each of these systems are key variables that greatly affect students and their in-school experiences. When properly managed, these three systems work collectively to increase school engagement for students with disabilities. (Contains 7 resources.)
National Dropout Prevention Center for Students with Disabilities. 209 Martin Street, Clemson, SC 29631. Tel: 866-745-5641; Fax: 864-656-0136; e-mail:; Web site:
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: National Dropout Prevention Center for Students with Disabilities