Adolescent dropout and school attachment: The moderating effects of gender

A dynamic school environment is necessary to ensure positive learning outcomes and holistic development of adolescents. In Albania, despite considerable attempts to increase school participation and provide quality education, school dropout has escalated in recent years, largely impacting vulnerable groups linked to poverty and ethnic, cultural and social factors. Drawing on attachment theory and its implications for adolescent development, a quantitative analysis was conducted using surveys and Structural Equation Modelling (SEM) to assess the influence of gender as a moderator in the relationship between school attachment and dropout rates in Albania. The results indicate significant differences between boys and girls in overall school attachment scores and specific school attachment dimensions. The findings suggest that gender plays a crucial role in moderating school attachment, with implications for targeted interventions to enhance school connectedness and reduce dropout rates. The study underscores the importance of considering gender in educational strategies and policies to foster a supportive school environment accommodating both male and female students' unique needs. The authors suggest that future research could explore these dynamics to inform practices that promote educational retention and success for all students. • School dropout remains a challenge linked to poverty and ethnic, cultural and social factors in Albania. • Using attachment theory, this quantitative study examines the moderating role of gender between school attachment and dropout rates. • The results indicate differences between boys and girls in overall school attachment scores and specific school attachment dimensions. • Girls exhibited higher attachment scores across most dimensions compared to boys. • Findings show that gender moderates school attachment, guiding targeted interventions to boost connectedness and lower dropout rates.