Teachers’ Experiences with an Early Warning and Monitoring System to Prevent School Dropout

Early warning and monitoring systems are designed to reduce school dropout rates. However, despite teachers’ pivotal role in their implementation, knowledge about user experience and practical applications remains sparse. This study examines teachers’ experiences with such systems and implementation processes. Using survey and interview data from 42 schools in Norway, the results indicated that while the systems improved teachers’ access to student information, they did not impact the effectiveness of follow-up procedures. Moving forward, future research should concentrate on understanding implementation in diverse settings, and how to develop effective interventions to reduce school dropout rates.