As we all know, high school can be tough— and if you don’t already know, you probably will soon. It’s a period where many students start to think seriously about their future for the first time. They may form new relationships, find new interests and passions, and begin to discover themselves for who they truly are. But in the midst of all this change and excitement, they mustn't lose sight of the reason they’re in school in the first place. That reason is to receive an education. The all-too-familiar responsibility of keeping up with classes (some of which can be extremely difficult) can become a challenge. Despite this reality, it is one that remains painfully necessary throughout one’s high school career.

For every student that enters high school, one task is expected of them: to graduate. No matter what their academic background may be, each student enters the same playing field with one common goal in mind and everyone is expected to reach it. Although this goal may be the same, the experience is subject to vary greatly as students are presented with so many differing obstacles. Things such as a student’s living situation, family dynamic, and socioeconomic status can all contribute to their decision to remain in school. As Fitzpatrick and Yoels have shown, individual behaviors such as study habits and attendance also contribute to this decision. Due to all of this potential instability, students need something to rely on while receiving their education. That is why schools have the responsibility of presenting students with a variable that remains constant.

Many studies have been conducted pertaining to high school dropouts, and they often present the idea that the student is the one to blame. The students are depicted in a way that suggests they are the ones with the issues causing them to drop out. Although this is certainly true in many instances, how a school responds to these issues can alter the outcome. It has been shown time and time again that a school’s structure and organization influences the performance of their students. Afterall, a person is often the product of their environment. A student and the school they attend are not exempt from this notion. As students are called to meet certain requirements for graduation, it’s only fair that the school they attend assists them on the path towards high school completion. I can definitely say I’ve relied on my high school to help me prepare for certain challenges I’ve faced as a student. This guidance may include investing in dependable staff members, providing the necessary resources required for academic success, or simply promoting a positive environment best suited for learning. In doing so, schools ensure that they are doing everything in their power to make it possible for students to complete the one thing that is expected of them.

Now I’m sure you may be wondering how a school can help to determine whether or not a student remains in school. Well, let’s take a look at some of the ways a school can influence the fate of its students.

There are certainly characteristics a school possesses that influences the rate of student retention, a notion affirmed in a study conducted by Kevin M. Fitzpatrick and William C. Yoels. As the study examined the influencers of high school dropouts, it was discovered that a school’s educational expenditures (both local and state) influenced the retention rate through its structure. One of the structural characteristics was the pupil-teacher ratio, which was shown to directly affect the high school dropout rate. Specifically, the more pupils for each teacher, the higher the dropout rate. For example, Fitzpatrick and Yoels’ research found that the pupil-teacher ratio was one of the factors determining whether schools reported a high or low dropout rate. This finding indicates that this particular structural characteristic has an impact on a student’s decision to dropout. I mean, it makes sense doesn’t it? When there are less teachers, the chance for students to interact with them is lessened significantly. With increased interaction, students are presented with an opportunity to work at a more personal level with their teachers. This makes it more likely that comprehension of the material is achieved.

Another structural characteristic influencing the dropout rate is the support personnel-teacher ratio. Similar to the previous finding, it was likely that schools with more support personnel per teacher would have a higher retention rate. This is because higher amounts of support personnel indicated that the school had access to more resources. As teachers did not have to rely on their own time to address certain issues they may encounter, they were allotted more time to spend in the classroom. As a result, students reaped the benefits of this increased classroom instruction. The teachers were able to focus on the success of the students.

Let’s take a step outside of the realm of school for just a second. I’m sure we can all relate to the feeling of being heavily invested in something that we feel we have a connection to. Whether it’s a sport, a relationship, or even a TV series (shoutout to all the “Friend’s” fans), we feel as though we need to remain consistent with it. It’s now a part of our lives and even on the days where it may be a bother, there’s just no avoiding it. It’s practically inevitable. The same thing applies for a student in school. Students who feel a stronger connection to their education have increased levels of engagement, and are more likely to complete high school (Alexander, Entwisle, & Kabbani, 2001). In their research, Alexander, Entwisle, and Kabbani discovered that disengagement is a long-term process that can result in dropping out of high school.

Engagement in school can be manifested in several ways. Take attendance, for example. Evidently, a student that is more engaged is likely to attend school more often so as not to jeopardize their grades. As they are actively attending class, they feel a sense of obligation to their studies. Christle, Jolivette, and Nelson’s research found that attendance had one of the strongest relationships to the dropout rate out of all the variables they tested for. This finding supports the idea that students who feel a connection and “sense of belonging” in regard to school are less likely to drop out. This sense of belonging can be initiated by the actions a teacher takes in the classroom. For example, teachers can incorporate inclusive activities in their lesson plans to allow students to have something to look forward to. Increased engagement can also help students to retain the information they are learning and improve their chances for success. Their research also showed that the actions taken by a school when addressing a student’s behavior influenced the retention rate as well. Schools that regularly practiced exclusionary discipline practices such as suspension were more likely to have higher dropout rates. This is because the exclusionary discipline is a detriment to the student’s education as they miss school. They have less opportunity to develop their skills, pushing them further toward failure.