Hidden dropout: A silent phenomenon

We present the work developed in the PhD in Education Sciences, whose purpose was to understand what happens at school with students who, not being considered effective school leavers, remain enrolled in the education/training system without being engaged in their learning process, thus in hidden dropout. We proceed to the theoretical framework, clarifying the key concepts – Early leavers from education and training (ELET), disengagement from school and hidden dropout –, we describe the adopted methodology and than the main results of the study developed are presented. We explain the methodological option for a qualitative study, according to an instrumental, multiple case study, adopting a holistic perspective and grounded in the complexity paradigm.To ensure study validity, we used data triangulation, assembling data collection techniques such as documentary research and the questionnaire survey, but also instruments and techniques usually carried out on quantitative approaches. Data triangulation was also done by expanding sources of information and collecting data at different stages and moments. Procedures are mentioned, emphasizing the construction of an Hidden Dropout Student Profile and the design of an Hidden Dropout Identification Device (HDID) and the sample is presented. The data collection and analysis provided by HDID allowed us to identify, characterize students in hidden dropout and set the severity level at which they are. The results lead us to conclude that there is hidden dropout in the school-context, as a result of a process of school disengagement, reflected in the strong contribution of the variables poor school performance, absenteeism and behavioral problems / indiscipline to the hidden dropout and ELET.