AUTHOR=Torland Emilie Aas , Karlstad Cecilie , Thørrisen Mikkel Magnus , Bonsaksen Tore , Haslerud Sturla Inge , Aas Randi Wågø 

TITLE=School characteristics and pupils’ thoughts of leaving upper secondary school: The INSchool project

JOURNAL=Frontiers in Psychology

VOLUME=15

YEAR=2024

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1270139

DOI=10.3389/fpsyg.2024.1270139

ISSN=1664-1078

ABSTRACT=<sec id="sec1"><title>Introduction</title><p>Understanding pupils’ thoughts about leaving school may contribute to better identify those at risk of dropping out. Thus, we explored the associations between perceived psychological demands, decision control, and social support from teacher and fellow pupils, and pupils’ thoughts about leaving upper secondary school.</p></sec><sec id="sec2"><title>Methods</title><p>Cross-sectional data from a convenience non-probability sample of 249 pupils from 12 Norwegian upper secondary schools were collected using a school-modified version of the work-focused Job Content Questionnaire (JCQ). Adjusted logistic regression was used to analyze the data.</p></sec><sec id="sec3"><title>Results</title><p>Pupils who experienced higher psychological demands and lower social support from fellow pupils were more likely to experience thoughts of leaving school compared to those who experienced lower demands and high levels of social support. Decision control was not significantly associated with thoughts about leaving school.</p></sec><sec id="sec4"><title>Conclusion</title><p>High psychological demands may increase the likelihood of considering leaving school. Peer support can lessen such thoughts. <italic>Implication</italic>: Identifying whether pupils are thinking about leaving school can help identify those who are at risk of dropping out of upper secondary school.</p></sec>