School dropout is a critical challenge facing Iran’s education system, with a significant increase following the COVID-19 pandemic and the shift to remote learning. This study aims to identify the factors contributing to school dropout using a qualitative meta-synthesis approach based on Sandelowski and Barroso’s (2007) seven-step model. Data were collected from qualitative articles published between 2012 and 2022 (1391–1401 in the Iranian calendar). Out of 68 identified articles, 20 were selected for final analysis based on methodological and thematic criteria. The reliability of findings was confirmed using the Kappa coefficient (0.86), indicating excellent agreement. The analysis revealed six key factors: family dysfunction, economic barriers, educational inequality, social exclusion, cultural stigmatization, and individual differences. Family dysfunction, including divorce, parental addiction, and lack of supervision, emerged as the most influential factor with the highest frequency. As the first comprehensive meta-synthesis in Iran, this study highlights the interplay of individual (e.g., lack of motivation) and structural (e.g., poverty, ethnic disparities) factors in reproducing educational inequality, aligning with sociological theories such as Bourdieu’s cultural capital. The findings underscore the need for targeted policies, including enhanced social support and curriculum reforms, to address dropout, particularly in deprived regions and among girls. This study offers practical recommendations for policymakers and sets the stage for future research on the role of technology and gender disparities in school dropout.



Extended Abstract

1. Introduction

School dropout, encompassing both students who never enroll and those who abandon education prematurely, represents a critical socio-educational challenge in Iran, undermining the nation’s aspirations for universal literacy and sustainable development. Over the past decade, particularly following the COVID-19 pandemic and the shift to remote learning, dropout rates have surged, exacerbating educational inequalities and threatening social cohesion. This phenomenon not only jeopardizes individual life trajectories but also reflects broader systemic issues, including socioeconomic disparities, cultural norms, and institutional shortcomings. In Iran, where education is a cornerstone of social mobility and national progress, understanding the multifaceted causes of dropout is imperative for designing effective interventions.

From a sociological perspective, school dropout can be conceptualized through frameworks such as conflict theory, which posits that educational systems reproduce class structures by favoring privileged groups, and Bourdieu’s concept of cultural capital, which highlights how family background shapes academic success. These theories underscore the interplay of structural (e.g., economic barriers, educational policies) and individual (e.g., motivation, learning disabilities) factors in perpetuating dropout. In the Iranian context, additional layers of complexity arise from cultural practices (e.g., early marriage for girls), ethnic diversity, and regional disparities, which amplify educational exclusion.

As the first study of its kind in Iran, it aims to answer the central research question: What are the conditions and factors contributing to student dropout in the Iranian educational context? By integrating diverse qualitative perspectives, this research seeks to inform evidence-based policies to reduce dropout rates, particularly among vulnerable populations such as girls and students in deprived regions.



2. Methodology

This study adopts a qualitative meta-synthesis approach, following the seven-step framework proposed by Sandelowski and Barroso (2007), to synthesize findings from prior qualitative research on school dropout in Iran. Meta-synthesis involves the systematic analysis of qualitative studies to generate deeper, integrative insights into a phenomenon, moving beyond mere aggregation to develop a novel conceptual framework.

The research process began with formulating the research question, followed by a systematic literature review. Data were sourced from Persian-language qualitative articles published between 2012 and 2022 (1391–1401 in the Iranian calendar) in reputable databases. From an initial pool of 68 articles, 20 were selected for final analysis based on rigorous inclusion criteria: qualitative methodology, focus on school dropout among Iranian students (excluding non-Iranian nationals and university students), and methodological quality assessed using the Critical Appraisal Skills Programme (CASP) tool. Articles scoring below 30 on the CASP 50-point rubric (indicating “good” quality) were excluded.

Data extraction involved identifying key findings, codes, and themes from the selected studies. These were analyzed inductively, following Sandelowski and Barroso’s steps of data synthesis, which include categorizing findings, identifying patterns, and integrating themes into a cohesive model. To ensure reliability, the Kappa coefficient was calculated, yielding a value of 0.86, indicating excellent inter-rater agreement. The final stage involved presenting the synthesized findings as a conceptual model of dropout factors, validated through triangulation with theoretical frameworks and empirical literature.



3. Findings

The meta-synthesis identified six primary factors contributing to school dropout in Iran, categorized into external and internal dimensions.



- Family Dysfunction (External Factor):

Family dysfunction emerged as the most prevalent and influential factor, cited in 17 of the 20 studies. This category encompasses intra-family conflicts, such as divorce, parental addiction, authoritarian parenting, and lack of supervision, which disrupt the stability necessary for sustained educational engagement. For instance, in families with addicted parents, children often prioritize economic contributions over schooling, particularly in low-income households. Similarly, weak parental oversight, often linked to low literacy or aging parents, reduces academic support, leading to disengagement.



- Economic Barriers (External Factor):

Cited in 15 studies, economic barriers include poverty, unemployment, inability to afford educational costs and lack of financial support systems. In impoverished regions, children, especially boys, may leave school to supplement family income, while girls face additional pressures from early marriage driven by economic necessity. The reduction in per capita education budgets and rising household costs, as noted in national statistics, further exacerbate these challenges.



- Educational Inequality (Internal Factor):

Also cited in 15 studies, educational inequality stems from disparities in school resources, teacher qualifications, and curriculum relevance. In rural and marginalized areas, schools often lack adequate infrastructure, experienced teachers, or engaging curricula, leading to student disinterest. Weak teacher-student relationships and outdated teaching methods further alienate students, particularly those from disadvantaged backgrounds.



- Social Exclusion (External Factor):

Identified in 14 studies, social exclusion manifests through negative peer influences, shifting societal values and geographic mobility. For example, relocation to remote areas without secondary schools disproportionately affects girls, who face cultural and logistical barriers to continuing education. Social media also distracts students, fostering a preference for instant gratification over academic investment.



- Cultural Stigmatization (External Factor):

Cited in 12 studies, cultural stigmatization significantly impacts girls’ education. Traditional norms prioritizing early marriage over schooling, negative attitudes toward girls’ education, and fears of social dishonor discourage female students. In rural communities, cultural taboos, such as objections to male teachers or co-educational settings, further limit girls’ access to education.



- Individual Differences (External Factor):

Noted in 8 studies, individual differences include lack of motivation, learning disabilities, physical or mental health issues, and developmental challenges. Low motivation, often linked to an unwelcoming school environment or misaligned curricula, was the most significant individual factor. Students with repeated academic failures or poor self-concept are particularly vulnerable to dropping out.



4. Conclusion

The findings align with sociological theories that frame education as a site of social reproduction. Bourdieu’s concept of cultural capital explains how low parental education and limited cultural resources hinder academic success, as seen in families with illiterate or disengaged parents. Conflict theory further elucidates how educational systems perpetuate class and gender inequalities, with schools in affluent areas offering better resources than those in marginalized regions. Bernstein’s theory of linguistic codes also applies, as students from linguistic minorities or low-literacy families struggle with the formal language of instruction, increasing their risk of dropout.

The prominence of family dysfunction underscores the need for social support systems to stabilize families, such as counseling for addiction or financial aid for low-income households. Economic barriers, exacerbated by reduced education budgets and rising living costs, call for increased public investment in education, particularly in rural areas. Educational inequality highlights the urgency of teacher training, curriculum reform, and equitable resource allocation to enhance student engagement. Cultural stigmatization, especially affecting girls, necessitates community-based interventions to shift traditional norms and promote gender equity in education.

This study’s novelty lies in its comprehensive synthesis of qualitative research, offering a multidimensional model of dropout factors specific to Iran. Unlike previous studies, which often focused on singular causes, this meta-synthesis integrates diverse perspectives, revealing the synergistic effects of structural and individual factors. The findings have significant policy implications, including the need for real-time monitoring of dropout rates, targeted support for at-risk students (e.g., those in dysfunctional families or rural girls), and reforms to make curricula more inclusive and relevant.

In conclusion, addressing school dropout in Iran requires a multifaceted approach that tackles family, economic, educational, social, and cultural barriers. By aligning policies with the sociological insights from this study, Iran can move toward equitable education, reducing dropout rates and fostering sustainable development. This meta-synthesis provides a robust foundation for policymakers, educators, and researchers to design evidence-based strategies that ensure all children remain in school.