The paper focuses on the complex aspects of implicit and explicit early school leaving, which can be defined as the missed, incomplete or irregular take-up of education and training services by school-age youth. The lack of a more precise definition and adequate measurement hinders the understanding of the phenomenon in its entirety and the definition of effective policies to counter it. Factors associated with early school leaving include personal, family and social conditions of vulnerability and disadvantage, the organisation of the school system and the quality of training provision. This contribution provides a detailed
analysis of the phenomenon and how it can affect the economy, society and the future of young people. Educational research and student listening and participation practices are crucial to find effective solutions and to define a pathway to zero dropout in the school system.
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