SCHOOL DROPOUT AND ITS IMPACTS ON SAFETY, SCHOOL CLIMATE, AND THE TEACHING-LEARNING PROCESS IN PUBLIC SCHOOLS

Abstract

This article analyzes the impacts of school dropout on institutional security, school climate and the teaching-learning process in public schools in the region of Padre Bernardo, Goiás, Brazil. School dropout is considered a multifactorial phenomenon related to economic, social, family and institutional factors. The research adopted a qualitative approach based on document analysis and semi‑structured interviews with education professionals. The results show that factors such as child labor, low family income, transportation difficulties and pedagogical demotivation contribute significantly to school dropout. Furthermore, dropout negatively affects the educational environment, weakening institutional security, harming school climate and interrupting the continuity of the teaching-learning process. The study highlights the importance of welcoming school practices, family participation and integrated public policies to reduce dropout rates. Inclusive pedagogical strategies and teacher training are also pointed out as essential elements for student retention and for building safer and more motivating educational environments.