Reasons for drop-out  from the perspective of teachers:

  • lack of proper childcare, pathology families and poverty,
  • school difficulties,
  • misunderstanding between teachers and students
  • fear of school, difficulties in commuting to school,
  • bad company and subcultures; juvenile delinquency,
  • conflicts with peers,
  • reluctance to learn,
  • underestimation the benefits of education,
  • undertaking the work and the desire to earn money,
  • personality disorder.
  • Reasons for leaving school, according to students
  • in the family,
  • quarrels in the family and other family problems.
  • accidents and help in the household,
  • bullying and teasing cleducational problems that they have caused their parents,
  •  parental unemployment,
  • alcoholism assmates,
  • going under the bad influence of peers.

Reasons for leaving school according to parents

  • reluctance to learn,
  • school difficulties  (bad grades, repeating a year)
  •  lack of money, poverty in the family,
  •  laziness,
  • educational problems (truancy, fights, etc.)
  • educational problems at home (escape etc.)
  • parental unemployment,
  • death in the family (accident, illness); illness of a child,
  • alcoholism in the family.
  • pregnancy,
  • school initiative,
  • bullying (teasing) mates,
  • drug addiction
  • bad influence of the peer / bad company,
  • alcoholism 
  • family problems,
  • no contact with the teacher / pupils,
  • teachers abuse
  • a child desire to become independent 

CONCLUSIONS:

The impact of teachers and schools should be focused on:

  • supporting families with difficulties
  • creating a supportive environment for the school success as well as out of school success
  • combating reluctance to learn and poor motivation,
  • providing  supporting system for students with learning difficulties,
  • relationships based on respect, interest, rapid response, 
  • prevention of violence and consistent extraction of sanctions in the case of violent
  • creating safe, engaged, based on respect and understanding relationships,
  • improving workshop with students with learning difficulties,
  • adding to the curriculum content the elements of psycho-prophylaxis 
  •  by referring to the examples of good practice how to deal with people in crisis situations
  • spreading  knowledge about mental illnesses, etc.
  • coherent actions of the teaching staff in terms of  supporting the students and developing the proper procedures "catch students at risk of drop-out" 
  • co-operation with the local community, especially with the third sector aiming at common interactions for students and monitoring the situation of families and students.