School Dropout in Youth and Adult Education: Associated Factors and Retention Strategies

Abstract

School dropout in Youth and Adult Education (EJA) is a complex phenomenon linked to social, economic, institutional, and pedagogical factors. This article aims to analyze the main factors associated with dropping out in this educational modality and to identify strategies that foster student retention. To this end, an integrative literature review was conducted, surveying scientific articles published between 2021 and 2025 in the Scientific Electronic Library Online (SciELO) and Virtual Health Library (BVS) databases. The descriptors used were "Youth and Adult Education," "school dropout," and "retention strategies," focusing on full-text studies available free of charge and published in Portuguese, English, or Spanish. The literature analysis revealed that the need to balance work and study, family responsibilities, economic vulnerability, insufficient public policies, unsuitable schedules, and the use of pedagogical practices lacking contextual relevance are among the primary factors linked to dropout. The studies also indicated that student retention depends on coordinated actions involving the school, the community, and public authorities—including flexible scheduling, institutional support, pedagogical monitoring, continuous teacher training, and the use of participatory methodologies. It is concluded that dropout in EJA should not be attributed solely to a lack of individual interest, as it stems from structural conditions that limit the right to education. Thus, addressing this issue requires inclusive educational policies, pedagogical practices that are sensitive to students' life trajectories, and ongoing monitoring and support strategies.