Development of a model to prevent and manage school dropouts amoung secondary students in rural Zimbabwe: a case of Bushu secondary school

Abstract

This study examined the persistent challenge of secondary school dropout among learners in rural Zimbabwe, with Bushu secondary school in Shamva District serving as the focus case. The overarching aim was to develop a context-specific, community- based intervention model to strengthen prevention and management of dropout. The objectives were to identify the key factors contributing to dropout, to explore existing strategies employed by schools, families and communities and to design a culturally responsive model that integrates local actors in sustaining learner retention. The study was anchored in ecological systems theory, which emphasizes the interplay of microsystem, mesosystem, exosystem, macrosystem, and chronosystem influences on human development, thereby providing a holistic framework for understanding dropout dynamics. A qualitative research approach was adopted, utilizing interviews, focus group discussions, and document analysis to capture diverse perspectives from student and, teachers. Findings revealed that school dropout is driven by spiritual factors, poor modeling by parents, proximity to school, financial constraints, Existing intervention such as child profiling, counseling, and reinforcement of laws. Recommendations emphasized the need for a community-based model that mobilizes parents, schools and local leaders to collaboratively address school dropout drivers. Key strategies include strengthening parental involvement, enhancing school-family partnership, expanding psychosocial and financial support systems, and aligning national polices with local realities. The proposed model advances inclusive education, gender equity, and sustainable development by empowering rural communities to safeguard learners’ right to complete secondary education.