Understanding the Process and Impact of School Dropout among Early School Leavers in Zimbabwe

Abstract

The study sought to understand the school dropout phenomenon in Zimbabwe from the perspectives of early school leavers. The missing voice, in the existing literature, of those who have lived experiences of the phenomenon motivated the investigation. While there is growing evidence in literature that dropping out cannot be an event, not much has been documented to show the process and impact, hence this study. Focus was, thus, on establishing how early school leavers in Zimbabwe experience the phenomenon. Twenty- two early school leavers purposively selected from three sites participated in a case study. Data were collected through focus group discussions; semi- structured interviews and documented life stories. The findings confirm the view that dropping out of school is a process. The results revealed that unpleasant home experiences, especially the loss of significant persons in the life of a learner, mark the beginning of multiple problems resulting in gradual disengagement from school and finally leaving prematurely. The decision to dropout is, however, not easy. It is characterised by escape- avoidance, coping and defence mechanisms and the strain and pressure of facing the inevitable fate. The traumatic process negatively impacts the psychological well-being of the learner resulting in a severed self-concept, a low self-esteem and a compromised self-efficacy. The participants recommended effective guidance and counselling in and outside the school for early school leavers and learners at the risk of dropping out of school.