School dropout and fatherhood: the phenomenon in Sardinian schools

School dropout and DAD, how are these two aspects of the school system forced to change its organization due to the pandemic? The research conducted by Eurispes In the schools of Sardinia, there are 694 high school students of I and II degree.

LObjective of the survey on early school leaving

The aim of the survey was to find out the percentage of pupils who had stopped by the Covid-19 pandemic and the necessary remedial measures at the school in those two school years and had stopped school in the last school year and how much risk failing. School.

Eurispes research results: the correlation between early school exchanges and DaD

Asked about the regularity of their school visits and the periods of DAD activation, almost two out of 10 students see a decrease in their attendance at lessons, organized according to the new online mode. Only for 50% of the sample, the absences, during the DA, remained unchanged with the frequency and presence; about 30% declare their decline, while 21% claim they have risen. A more significant dropout indicator is represented by the interruption of school attendance, which – during the initial period of activation of the DA, during the blockade – involved at least one or more students in the classes attended by the interviewees visited: 36.4% of the sample. Declared that at least one or two of their classmates had stopped taking online courses during the first wave of the pandemic and 21.2% indicated that several classmates had suspended attendance during the same period. During the DDA classes, almost three out of ten students (26.8%) thought about leaving school: 12.2% were touched by this thought at times, 10.4% often, while 4.2% % had this temptation only once.

What has DaD changed?

Faced with all these difficulties, schooling for 23.8% of children experienced a decline, 39.3% did not change, while it even improved for 36.9%. The relationship with the teachers did not experience any consequences in the perception of 53% of the students, it instead transformed into a pejorative sense due to the DAD for 23.8%, while 24.7% believe that it has improved.

The quality of friendships was not affected for 50.3% of young people, 28.8% instead believed that distance learning had a negative impact on them, while 20.9% found a positive change. Above all, the state of mind was negatively affected by the lack of direct interactions: 55.3% of the students actually revealed that the mediation of the screen negatively affected their psychological state, for 27.1% of the boys, the DAD was not a factor. of destabilizing or improving their state of mind, while 17.6% believe that it represents a positive circumstance. Relationships with family members had a negative impact on 18% of children, they did not change for 56.1%, while they improved for 25.9%. On the health front, young people notice that distance learning is a negative element in 33.1% of cases, they do not recognize it as a role capable of changing the balance in 47.1% of cases, while it had a favorable effect for 19.8%. probe.

What dad’s students think

The judgments expressed by the young people interviewed about their parenting experience in DaD are fairly evenly distributed around the two positive / negative poles (46.1% compared to 53.9%). More than two out of ten children (20.8%) expressed a decisive negative evaluation and 33.1% experienced online lessons with some discomfort.

A few concluding remarks

In conclusion, the survey photos a significantly negative perception of distance learning of young people. It may even be a vehicle for exacerbating the phenomenon of early school leaving.

The crisis, always in terms of resilience, can provide an opportunity for profound reflection, first on our “school culture”, on the path of learning comprehension, on the peripheral role assigned to students in the learning processes and about necessary innovation processes. to enter schools definitively into the third millennium and therefore to align themselves with the objectives proposed by the Agenda 2030 for the education of conscious, competent and responsible citizens.

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