School Dropout in Sardinia: Findings from a Study of Teachers’ Perceptions

Abstract

Early school leaving continues to pose a significant challenge to educational equity in Southern Italy, particularly in regions such as Sardinia, where the dropout rate reached 17.3% in 2023. This study investigates teachers’ perceptions of risk and protective factors, as well as the strategies employed to prevent school dropout, using an explanatory sequential mixed-methods design. In the first phase, a questionnaire was administered to a convenience sample of 56 lower secondary school teachers in Sardinia. In the second phase, 15 semi-structured interviews were conducted to further explore and contextualize the quantitative findings. The integrated analysis indicates that teachers primarily associate dropout risk with students’ learning and motivational difficulties, as well as with family-related factors. In contrast, school-related aspects—such as traditional teaching methods or low student engagement—are perceived as less influential. The findings suggest the need for comprehensive, preventive, and systemic interventions to reduce early school leaving and foster the educational success of all students.