THE PSYCHOLOGICAL DIMENSIONS OF SCHOOL LEAVING: PERCEIVED INSTITUTIONAL SUPPORT, PSYCHOLOGICAL WELL-BEING, AND SCHOOL BELONGING AMONG ARAB DROPOUT YOUTH IN ISRAEL

Ahmad Khalaila

Abstract


This study examines the psychological aspects of school dropout among Arab youth in Israel. The purpose is to provide an analysis of the psychological aspects of perceived institutional support, well-being, and school belonging on the disengagement and dropout process. The study is significant because it moves beyond explanations that attribute dropout primarily to individual motivation or misconduct and contributes an integrated psychological and socio-ecological interpretation based on the experiences of former students. A qualitative secondary research design was employed, using reflexive thematic analysis of publicly available interview narratives from 40 former Arab high-school students who had left school before completion. The findings revealed that institutional support was frequently experienced as delayed, fragmented, or disciplinary; school belonging deteriorated before formal withdrawal; boredom, frustration, emotional exhaustion, and reduced competence contributed to psychological disengagement; and school difficulties interacted with peer, behavioral, family, employment, and financial pressures. The conclusions drawn from the findings are that dropping out is a result of a cumulative, multidimensional process, and not a single event or decision. Among others, the recommendations for practitioners are the need to implement early multidisciplinary interventions, provide continued support from an adult, adopt restorative discipline approaches, ensure that there are psychosocial support services in Arabic, and provide assistance for academic recovery and alternative educational and vocational paths. From a theoretical perspective, the findings enhance the self-determination and socio-ecological theories through showing the role of institutions in promoting and hindering autonomy, competence, and relatedness.

Keywords


Arab dropout youth; institutional support; psychological well-being; school belonging; school disengagement; qualitative analysis; educational re-engagement; Israel

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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6912

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