School dropout in South Africa would refer to students who have not completed the National Senior Certificate (NSC) or the ‘matric’ qualification. The national dropout rates in South Africa are significantly high, the most dropouts occurring in grades 10 and 11, resulting in 50% of learners dropping out before reaching grade 12 for the National Senior Certificate (NSC) or the ‘matric’ qualification (Hartnack, 2017). Research in this context reveals a range of social and school ‘push-out’ factors which relate to long-term unemployment, poverty, bleak health prospects, sustained dependence on public assistance, single parenthood (in females), political and social apathy and (juvenile) crime (De Witte et al, 2013), substance abuse and bullying behaviours, higher rates of cigarette, alcohol, marijuana and other drugs (Townsend et al, 2007, 2008), parental involvement, school costs, household work, extra-curricular activities, lack of female teacher role models, feminine facilities in schools, teacher attitude towards girls, early marriage, pregnancy and cultural beliefs (Shahdul and Karim, 2015). Questions continue to be asked about the in-school factors which impact on the dropout, which has led to this study.

This paper focuses on a research study which started in January 2025 and was supported by the Western Cape Department of Education. The study explores the school factors which result in dropout in secondary schools across the Western Cape, to inform further policy development specifically focusing on dropout. The study set out to collect data to inform the provincial and national Department of Education’s response to addressing the barriers experienced by students and schools. The study uses the Care and Support for Teaching and Learning (CSTL) framework as a theoretical and conceptual framework. It uses the components of this framework to identify the existing emotional, social and academic support in schools, or lack thereof, which lead to learner dropout. The study focuses on students who have dropped out and students who are at risk of dropping out. It comprises a survey to all 370 secondary schools from 8 districts in the Western Cape and interviews and focus groups with teachers and students who have dropped out and are at risk of dropping out from 8 schools across 4 selected districts. Data has not been collected as yet as the deadline for the survey has been extended till 30th June due to a low response rate. Hence, there are no findings or conclusions at this stage. However, we hope to report on the numbers of students dropping out over the last 5 years and those at risk of dropping off; their demographic in terms of gender and race. Data will cover school factors around resources, appropriate teaching methods, the curriculum, inclusive culture, disengagement of learners, bullying, language barriers, and relationship with staff. We hope to report on what support is available and needed, and anticipate that student voices will add value in contributing to a rich insight into school factors affecting their dropout or disengagement in school.

Keywords: Dropout, school, factors.