Abstract:

Early school leaving, or leaving education and training early, is a global challenge with significant socioeconomic impacts. In Italy, the highest dropout rates occur in the southern regions. This paper examines early school leaving, particularly in Campania (southern Italy), where the problem is most evident. It involves not only formal school dropout but also prolonged absences, irregular attendance, and academic delays that hinder student development.

Recent data indicate a positive trend, with dropout rates declining in 2024; the Italian rate was 9.8 %, approaching the European Union target of 9%. However, Campania still faces persistent problems, with a rate of 16%, one of the highest in the country. This difference highlights persistent regional disparities, primarily in the first two years of secondary school and in socioeconomically disadvantaged areas. Based on these data, this paper, under the PRIN 2022 Evidence 4 Preventing Early School Dropout (E4PED) project, aims to review the existing literature. It summarizes the main socioeconomic, educational, and territorial factors, also examining the main policies and strategic actions undertaken to prevent early school leaving and the number of young people not in education, employment, or training (NEET).

From a methodological perspective, the review used criteria that narrowed the focus of the investigation. The identified policy actions were categorized according to the framework outlined by the European Union (2011): preventive measures to recognize early signs of risk; intervention measures to manage ongoing situations; and compensatory measures to reintegrate young people into education and employment. The findings reveal excessive fragmentation and variability in the actions undertaken, demonstrating that poverty and disadvantaged backgrounds heavily influence metropolitan areas. Meanwhile, learning difficulties and low school attractiveness are critical issues across upper secondary schools. The mapping provides valuable insights, highlighting the need for systematic preventive policies starting from the early years of education, with an emphasis on personalized and targeted programs.

Keywords:

School dropout, policies, literature review.