Study structure of schools

Study structure of schools

According to some education experts, the study structure of some schools might be responsible for higher retentions and higher rates of dropouts. The core curriculum for higher standards of mathematic and other difficult subject had more retention issues.  Another pertinent fact in schools which had higher percentage of graduates was because of the positive relationships between students and their teachers This issue was highlighted when discussion turned to intervention in the lives of students who are overly “aggressive” “disobedient and rebellious” and had other behavioral issues including other features that were common in most retained students. There were certain striking similarities in both situations.

There was noticeably less disruptive behavior in the class of teachers who often praised their students and tried to make the classroom a student cultured centre.  Therefore more of their students graduated from high school than other teachers who did not maintain a cordial atmosphere in their classrooms. The teacher/student relationship is especially relevant in ninth grade to prevent retention of students and their absenteeism. Most students who quit school view schools as not being an essential part of their lives or culture. Teachers must demonstrate to students that education is the surest way for a successful life and how the school can culture help them to be successful.

Interventions by teachers have been successful towards reducing absenteeism in school because such teachers create a sense of belonging among their students as if all students are part of an extended family that shows concern for their failures and rejoices in their successes. Timely and positive interventions make students want to attend school and more than just for “fun” reasons. It is never too late for interventions and teachers must be on the alert for indicators such as declined interest of the student in his/her studies or unexplained aggressive behavior. Taking a personal interest and talking to the student might improve his/her studies and prevent the student from leaving school.

Besides the intervention of teachers and school counselors, the life of the student away from school is also a contributory factor in 9^th grade retention and quitting school without graduating. This applies more to single parent families and tensions at home than to families that have a stable environment.  There are notable exceptions where students who had problems at home did well at school, but that was few and far between. One thing that might help some of these students is group intervention which envisages the teachers and students who are doing well helping the struggling student. This has helped many students who, with such interventions have turned into shining examples and become model students then turned around to complete high school and go on to college, earning a degree, having a successful career and a better life.