Dropout Risk and School Trust: An Exploratory Study in the First Classes of High School in the Suburbs of Southern Italy

Abstract: This study investigates the dropout risk among first- and second-year high school students in the peripheral areas of Southern Italy, where the dropout rates are extremely high. It focuses on individual and relational factors associated with dropout, analyzing data from 645 students (Mage = 14.64) who completed a self-report questionnaire. The examined variables include self-efficacy, amotivation, future orientation, peer relationships, and students’ trust in teachers. Hierarchical regressions assessed the influence of grade levels on these dimensions. Our findings show a positive developmental trend in second-year students, including higher self-efficacy, better peer relationships, and reduced intentions to drop out. However, trust in teachers declines during this transition. Moreover, relationships with teachers show no significant improvement across grades. Therefore, this study underscores the importance of fostering trust between students and teachers as a protective factor against dropout. It also reveals the need for interventions targeting both students and the educational environment to improve teacher–student relationships and support students’ educational aspirations. By addressing these relational aspects, stakeholders can better mitigate dropout risks and promote school engagement during critical transitions in adolescence.