Article
French
ID: <
10670/1.n04d48>
Abstract
In the context of mass access to education and difficulties in entering the jobs market, dropping out of school constitutes one of the major problems of the school systems of developed countries. In the context of a clinical study of the professional development of teachers confronted with the risk of seeing school dropouts amongst their pupils in a French middle school, this review of the literature analyses the last twenty years of academic work on descriptive approaches to this phenomenon in North America, Europe and Oceania. Moving from a static view to a dynamic understanding of dropping out, the contribution of a point of view based on risk factors and their limitation is discussed and leads to a more “ecological” understanding of dropping out of school, which is better located within individuals and their activities in relation to their environments.