According to the European Commission’s 2013 report, Turkey ranks first in early school-leaving rates. It is well established that self-perceptions—such as self-esteem, self-confidence, and self-worth—play a crucial role in both school attendance and academic achievement. This study was carried out during the 2015–2016 academic year at a vocational high school in Istanbul characterized by high rates of dropout and absenteeism, short-term suspensions for disciplinary offenses, and school transfers.
Fifty-two students identified as being at risk of dropping out were provided with attachment-based peer support through individual and group interventions. In these activities, an environment of equality, safety, participation, and creativity was cultivated. To assess the impact on the students, semi-structured in-depth interviews were conducted and analyzed using content analysis.
Findings revealed that an approach prioritizing students’ psychosocial needs led to increases in their self-esteem, sense of self-worth, and self-efficacy. In parallel, statistical analyses were performed on absenteeism and dropout rates. As a result, students at risk of leaving school reported a stronger sense of belonging, a marked reduction in absenteeism, and higher motivation to continue their education.
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