School Dropout in Prestigious Private Schools

High School dropout is a pressing problem in Mexico. Historically, it is the educational level with the highest abandonment rate, according to data published by INEGI (2024). In the 2023-2024 school year, more than half a million students dropped out of school, and this figure is estimated to be higher in the period that just ended. Although the most recent official statistics report that 11.3% of young people in high school interrupted their studies (SEP, 2024), various civil organizations estimate much higher percentages, which reflects that the problem is entrenched. This phenomenon is often linked to economic issues that prevent students from continuing their studies. However, it is not the only factor; moreover, a little-explored side of this problem is school dropout in prestigious private schools.

In private institutions, where young people seem to have everything going for them – infrastructure, technological resources, trained teachers, etc. – the students also give up. Generally, in this educational sector, the problem is not usually related to a lack of economic resources but rather to academic pressure, social exclusion, and the emotional impact of not meeting the standards required in these institutions. In this article, I share the findings of a case study conducted in 2020 at an elite private high school, along with the writer’s personal experience as a teacher and mother of a teenager at this stage. The invitation is to look at school dropout from another perspective and, above all, to rethink what “prestige” really means in education.

School dropout is not always a voluntary act

Compulsory high school education in Mexico was established in 2012. Currently, more than 5.4 million young people are pursuing a bachillerato (high school diploma) in Mexico (SEP, 2025). It should be noted that, since 2020, Mexican authorities, through the National Commission for the Continuous Improvement of Education (MEJOREDU), have used the term “school disaffiliation” to refer to this phenomenon. The purpose is to highlight that the interruption of studies does not always imply a voluntary abandonment or lack of interest on the part of students, but can also be due to complex processes involving personal, social, and academic factors (MEJOREDU, 2024).

A report by the Undersecretary of Higher Secondary Education (SEMS, 2018) shows that 8 out of 10 students who left school did not receive follow-up or contact from teachers or school administrators before dropping out, highlighting the lack of timely accompaniment strategies. Therefore, school dropout is not only a student’s personal problem but also an institutional responsibility. Ignoring this reality puts the future of many young people at risk.

An additional element in the case of prestigious private schools is reputation. These institutions seek to maintain an image of academic excellence, translating into highly selective admission and permanence criteria (Skallerud, 2011). Students who fail the school year or semester face personal frustration and are also tagged for non-admission to other prestigious private schools under the argument that “this school does not accept failures.”

Trends and debates on school dropout

Recent educational policies have emphasized the importance of inclusion and school completion. UNESCO (1994), for example, argues that high school education should guarantee opportunities for all, while SEP (2012) recommends that schools be evaluated not only by their academic levels but also by their terminal efficiency, which refers to how many students complete school. Likewise, according to Tinto (1993), school completion depends not only on academic performance but also on social integration and the sense of belonging when students attain in the institution.

A report by MEJOREDU (2024) emphasized that school disaffiliation depends not only on economic factors but also on academic pressure, lack of emotional support, and disconnection with the school environment. These findings are consistent with the observations in the case study presented below. The report explains that, even in prestigious institutions, students face demands that affect their emotional well-being and motivation, increasing the risk of study interruptions. Incorporating socio-emotional support strategies and promoting integration and a sense of community are essential to prevent disaffiliation and favor educational completion. For more details, see the full report here.

Some schools have implemented socio-emotional and personalized tutoring programs at the international level to prevent school dropouts. Recent research confirms that emotional support and self-esteem building are decisive factors for young people to continue their studies (Martínez-Hernández & Valderrama-Juárez, 2010). A large-scale example is the case of Finland, whose data on school equity and retention are remarkable; see the full report from the OECD (Organisation for Economic Co-operation and Development) at education at a Glance 2024 – Country Note: Finland.

The challenge, then, is to integrate academic demand and human accompaniment, thus preventing an institution’s prestige from becoming an exclusion barrier.

Case Study: School Dropout in an Elite Private School

During four years as a teacher at a prestigious private high school in Mexico City, I observed that several students dropped out of school, not due to intellectual incapacity, but because of emotional fragility and the pressure of excessively rigid curricula. This concern led me to determine a diagnosis as part of my master’s degree in education.

The diagnosis

I applied a questionnaire to five former students of the institution and collected testimonies from parents and guardians. Fortunately, it was not difficult for me to locate them, since they were friends of my current students. Some I contacted on Facebook, and others I reached when they returned to campus to visit their classmates. Thanks to that closeness, I was able to collect their voices directly, and what they shared was revealing:

One hundred percent of the young people wanted to continue in a university preparatory school, but they were unable to finish high school at this particular school.
80% felt that the academic demands were too high.
60% said that the workload prevented them from maintaining their social life.
80% confessed to having felt labeled as a “loser” for not complying with the study programs.

Although some teachers tried to support these students, the efforts proved insufficient. The problem was not the lack of capacity, but the clash between adolescence—a stage of identity construction—and a competitive school model, with few opportunities for socio-emotional support.

Strategies to raise awareness about student school dropout

In response to this problem, we designed two intervention strategies in the institution to balance academic demands with support through listening and accompaniment.

1.- Generation of awareness of student school dropout

The aim was for students to understand the magnitude of school dropout at the national and international levels through previous research. They used a flipped classroom model followed by class discussion. Through exhibitions, relatable anecdotes, and debates, the students reflected on the causes and consequences of dropout. It fostered empathy among peers and awareness of the importance of a cooperative environment.

During these sessions, students shared stories about friends or family members who had dropped out of school: some students looked down, others nodded, and some were surprised to hear similar experiences. One student even cried when she identified with the story, which deepened the group’s empathy. The atmosphere became one of attention and respect, generating a first emotional connection to the issue.

2.- Building multiple perspectives on school dropout and case analysis

Cases of former students from the school and interviews with parents, tutors, friends, and teachers were conducted, combining individual analyses with discussions in pairs and teams (think-pair-share). The students wrote critical reflections that integrated their learning, identified multifactorial causes of dropout, and evaluated possible actions to support peers at risk.

During the discussions, comments such as “I never thought that others also felt so much pressure” or “I realize that I am not alone ” were common. Some students were encouraged to express fear of failing or frustration with the academic load, while others listened attentively, gesturing understanding and assent. This interaction allowed empathy and group cohesion to begin to strengthen.

Didactic actions and spaces for reflection on school dropout

Dynamics of integration and community-based learning: For this unique experience, I invited an expert who is a retired teacher who helps students who left private high school to continue with SEP Open High School. The students prepared questions about how she supported her students and why she believed many dropped out of school. Next, they reflected on dropping out of school and the importance of empathy towards their at-risk peers. During the group activities and discussions, the students began to mingle more, spontaneously offering help and encouragement to one another, showing a genuine interest in everyone’s progress. Two third-semester classes, each comprising about 30 students, participated. The experience made it clear that learning in community can transform classroom dynamics.

Spaces for reflection on self-esteem, resilience, and emotional management: Students shared personal experiences, learning to recognize their emotions and those of others. After the expert’s visit, the teams developed reflections on school dropout, addressing family conflicts, academic pressure, low self-esteem, and the importance of empathy towards peers. These reflections demonstrated a greater understanding that school dropout is a complex phenomenon and reinforced students’ willingness to support their peers.

Activities in various modalities: Written work, presentations, and class participation. Techniques such as fishbowl or think-pair-share allowed students to show progress according to their abilities. The ability to express themselves, the content, and emotional honesty were valued, fostering confidence and self-awareness. The impact of these strategies was also evident outside the classroom: In the institution’s “Persuasive Speech Contest,” a student who won second place spoke about dropping out of school and proposed concrete actions to support her classmates, such as helping those with academic difficulties and integrating them socially.

These strategies demonstrated that socio-emotional accompaniment and reflection on relatable cases could transform classroom dynamics. Students felt safe to show vulnerability, express doubts, and share fears, while the class responded with active listening and support. Over time, this strengthened cohesion: they helped classmates in difficulty, exchanged advice, and organized small meetings outside the classroom to enhance friendship and cooperation. The case study showed that specific actions such as these can impact academic motivation and community building, promoting well-being, self-awareness, and the ability to identify risks associated with school dropout.

Reflection

School dropouts in prestigious schools remind us that excellence should not be measured only by academic standards but also by an institution’s ability to accompany its students through their vulnerabilities. A truly prestigious school does not expel those who are non-compliant with its programs; instead, it ensures that all its students flourish.

Therefore, I invite my fellow educators to:

Review school curricula and standards critically to make them more inclusive.
Implement provision for socio-emotional support as an integral part of learning.
Share experiences and strategies that can be replicated in other institutions.

The challenge of transforming prestige into a synonym for inclusion instead of exclusion is in our hands.

About the Author

Susana Guadalupe Bringas Correa (susybringas@hotmail.com IG: @introspecta.cuidado) is a teacher of upper secondary education (high school) who holds a Master’s in Education—teaching Intervention Area from La Salle University. Her areas of work focus on school completion and socio-emotional support for students.

References

Comisión Nacional para la Mejora Continua de la Educación. (2024). El proceso de desafiliación escolar de adolescentes y jóvenes en la educación media superior: experiencias, subjetividades y desencuentros. México: Autor (Author). https://www.mejoredu.gob.mx/publicaciones/informe-de-resultados/el-proceso-de-desafiliacion-escolar-de-adolescentes-y-jovenes-en-la-educacion-media-superior

INEGI (2024). Tasa de abandono escolar por entidad federativa según nivel educativo, ciclos escolares seleccionados de 2000/2001 a 2023/2024. https://www.inegi.org.mx/app/tabulados/interactivos/?pxq=Educacion_Educacion_11_c6aa7c65-4d89-4eaf-972e-431727fc686d Retrieved September 15, 2025.

Instituto Nacional para la Evaluación de la Educación (INEE). (2019). Panorama educativo de México. SEP.

Martínez-Hernández, A. & Valderrama-Juárez, L.E. (2010). Motivación para estudiar en jóvenes de Educación Media Superior. Revista electrónica Nova Scientia.https://www.redalyc.org/pdf/2033/203315472009.pdf

Secretaría de Educación Pública (2025). https://planeacion.sep.gob.mx/ Principales Cifras del Sistema Educativo Nacional. Retrieved September 15, 2025.

Secretaría de Educación Pública. (2012). Reporte de la Encuesta Nacional de Deserción en la Educación Media Superior. México, D.F. http://www.siguele.sems.gob.mx/siguele/encuesta.php

Skallerud, K. (2011). School reputation and its relation to parents’ satisfaction and loyalty. International Journal of Educational Management. https://www.researchgate.net/publication/242346025_School_reputation_and_its_rel ation_to_parents’_satisfaction_and_loyalty

Subsecretaría de Educación Media Superior (SEMS). (2018). Movimiento contra el abandono escolar. http://www.sems.gob.mx/work/models/sems/Resource/11390/8/images/movimiento_c ontra_abandono_escolar.pdf

Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. 2nd ed. Chicago: University of Chicago Press.

UNESCO. (1994). Declaración de Salamanca y marco de acción para las necesidades educativas especiales. https://unesdoc.unesco.org/ark:/48223/pf0000177849_spa

Editing

Edited by Rubí Román (rubi.roman@tec.mx) – Editor of the Edu bits articles and producer of The Observatory webinars- “Learning that inspires” – Observatory of the Institute for the Future of Education at Tec de Monterrey.