Předčasné odchody z maturitních oborů českých středních škol: Analýza využitelnosti syntetizované typologie v českém kontextu

The study focuses on the types of early school leaving from upper secondary school programs in the Czech Republic and compares them with a synthesized typology derived from international research. The study aimed to determine 1) what types of early school leaving can be identified in the accounts of Czech students and 2) how these types correspond with the five significant categories of early school leaving synthesized from international typologies. Through interpretative phenomenological analysis of the experiences of eight respondents, four types of early school leaving were identified: unsuccessful, disadvantaged, disengaged, and maladjusted. None of the respondents fell into the fifth category (quiet). The findings suggest that in the Czech context, a significant issue is the failure of students who initially demonstrated high levels of school engagement, which may indicate insufficient systemic support for at-risk students. While the characteristics of each type are similar to those identified in international research, the Czech context reveals specific differences, such as a high proportion of unsuccessful students who nevertheless attempt to pursue education through alternative means. These contextual aspects play a crucial role in the Czech environment, particularly concerning the lack of effective intervention programs. The research provides insights for further studies and interventions aimed at reducing early school leaving in the Czech Republic.