Education and Social Inclusion: An Evaluation of a Dropout Prevention Intervention

The article describes an evaluation study to test the effectiveness of “Storie in gioco” project (Stories in Play, Storie in gioco [SIG]), a dropout prevention intervention aimed to prevent early school leaving (ESL) in at risk students. The research used a mixed-method approach: in the quantitative phase, a two-group pre-/post evaluation design involving 230 students was used to estimate SIG outcomes; in the qualitative step, stakeholders’ focus group discussions and interviews have been used to interpret results. Even if SIG appears to impact scholastic self-esteem and peer relationships, no effect was found when a comparison group matched for baseline measures was used. Based on qualitative data, the article identifies mechanisms influencing SIG outcomes and provides key insights into improving it. The authors emphasize the priority to develop programs to reduce intergenerational transmission of educational poverty and express methodological and theoretical considerations regarding SIG effectiveness and ESL prevention interventions