The FICS:

Risk Factors for Dropping

School
Family

Individual Community
 INDIVIDUAL-RELATED

RISK FACTORS INDICATORS POSSIBLE INTERVENTIONS

INSTRUCTIONAL NON-INSTRUCTIONAL
(ACADEMIC) (NON-ACADEMIC)
 low self-esteem  Inability in complying  Absence of ambition  Student-peer mentoring
assignments  Shyness  Group study program
- did not master basic  Laziness and too passive and  Reengage students through
competencies in being just a mere follower participation in curricular
math, science, etc. activities/membership in
- poor reading clubs, monitoring
comprehension programs, individualized
of: attention and instruction:
> story problems > after school program
> signs, concepts, > “join up”
technicalterms > buddy system (peer
> instruction & mentoring)
directions in all subjects  program to improve
- poor study habits motivation
- poor scores in all  Organize
tests & exams cooperative/collaborative
groups in assignment
school-home subjects
 INDIVIDUAL-RELATED
RISK FACTORS INDICATORS POSSIBLE INTERVENTIONS

INSTRUCTIONAL NON-INSTRUCTIONAL
(ACADEMIC) (NON-ACADEMIC)
 loss of interest  academically advanced  poor school attitude  guidance and counselling
students not challenged programs
and not highly motivated  organize team sports
 re-activate performing arts
(dance troupe, musical
ensembles, string
ensembles, etc.)

 influence of  frequent tardiness  guidance and counselling

“barkada” or peer-  poor attendance/absenteeism program
group pressure and  lack of interest & participation  encourage participation in
have tendency for in sch. activities school activities (all of the
trouble-making above)
 frequent involvement in sch.
fights
 membership in fraternities
 coming to school drunk
 substance abuse  smoking inside the campus  providing alternative
 “blood-shot” eyes activities (i.e. all of the
 restlessness above)
 destructive mischief and  enforcement of anti-drug
quarrelsome abuse laws
 sleepy  creation of KID LISTO club
 unkept appearance
 INDIVIDUAL-RELATED

RISK FACTORS INDICATORS POSSIBLE INTERVENTIONS

INSTRUCTIONAL NON-INSTRUCTIONAL
(ACADEMIC) (NON-ACADEMIC)
 poor health/  poor learning  sluggish  school-feeding program
malnourishment comprehension/  weak and sickly  adopt-a-school scheme
absorption of disposition  promotion of “feeding
knowledge/concepts and medical” missions
 avoids participating
in school activities

 teen unwanted  inattentiveness to  prolonged absences  counselling

pregnancy/ early class activities  unusual behavior and
marriage  non-compliance to embarrassment due to
home assignments changes in physical
appearance
 FAMILY-RELATED
RISK FACTORS INDICATORS POSSIBLE INTERVENTIONS

INSTRUCTIONAL NON-INSTRUCTIONAL
(ACADEMIC) (NON-ACADEMIC)
 socio-economic  students can not afford  impoverishment  brgy. certification of
problems contributions  jobless parents indigency
- low income  Constraints upon  working students  exemption from sch fees
families parents to provide  children augmenting family  provide work opportunities
- low level of educational support income near or in-school
educational  Can not buy materials  absenteeism  facilitate livelihood projects
attainment of for school projects and to parents and community
 More than 5 children resulting
parents other activities (link with LGUs, business
to:
- large family size entities, and NGOs, etc.)
- malnourishment
resulting to non-provision of basic  scholarship prog. from
inability of needs (e.g., clothing, food, sponsors (brgy, LGUs,
parents to PTCA, successful alumni,
shelter, medicine, etc.)
sustain fam. needs philanthropic donors, etc.)

 permissive  exhibiting disruptive  complacency and leniency in  Counselling

parenting style behavior in classroom discipline of students  PES (Parents Educational
 attention-seeker Services) program
students
 truancy
 FAMILY-RELATED

RISK FACTORS INDICATORS POSSIBLE

INTERVENTIONS
INSTRUCTIONAL NON-INSTRUCTIONAL
(ACADEMIC) (NON-ACADEMIC)
stressful non-attendance to restlessness adopt-a-child; foster
family school activities emotional disturbance parenting
life/events non-monitoring of a behavioral disabilities counselling
adversely children’s tendency to live apart
affecting the performance in from immediate family
motivation/inte school and stay with relatives
rest of inability of single distorted parenting
students parents to cater to (i.e., irresponsible/
the emotional permissive)
well-being of the
children
 SCHOOL-RELATED
RISK FACTORS INDICATORS POSSIBLE INTERVENTIONS

INSTRUCTIONAL NON-INSTRUCTIONAL
(ACADEMIC) (NON-ACADEMIC)
 non-provision of  students’ learning styles  staff development for
differentiated not catered/provided teachers in differentiated
instructions to  dissatisfaction and instruction, multiple
accommodate intelligences, identifying
disinterest to learning
learning difficulties
various levels of activities
reading activities,  reading and writing
 non-participation/non- instructions in the content
learning style involvement to teaching- areas
preferences, etc. learning activities  application for learning styles
resulting to poor
& multiple intelligence theories
achievement among on learning materials
students development and instructional
activities, etc.

 inability of teachers  students continue to fail  create a testing/evaluation

to identify students in all subjects and their mechanism to determine
with learning causes are unidentified causes of failure
difficulties

 non-conducive  provision of linkage with

school climate due concerned
to inadequate sch. persons/agencies
facilities (e.g.,
chairs, classrooms,
& other amenities,
etc.)
 SCHOOL-RELATED
RISK FACTORS INDICATORS POSSIBLE INTERVENTIONS

INSTRUCTIONAL NON-INSTRUCTIONAL
(ACADEMIC) (NON-ACADEMIC)
 partial abusive/unfair  constantly subjecting students to  provide in-service training on
tchrs adversely humiliating/traumatic experiences professionalism, values
affecting stdnts’ education, and values
morale resulting in clarification workshops
non-attendance to
classes, & dropping
out of sch.

 teachers requiring  require teachers to submit

expensive and requirements to the principal
exorbitant (for regulation purposes)
contributions  Enforce regulations re: fees
and solicitations

 imposition of excessive  advocacy on non-imposition of

& unreasonable corporal punishment and the like
punishments for minor
infractions/offenses

 inability of the school  provide re-orientation program for

to cater to the needs “transferees”
of “transferees” (in  provide a welcome/integration
coping with/or program for “transferees”
adjusting to the new  organize workshop for self-
school environment) awareness, self-concept, and self-
esteem (both the old and the new
students)
 COMMUNITY-RELATED
RISK FACTORS INDICATORS POSSIBLE INTERVENTIONS

INSTRUCTIONAL NON-INSTRUCTIONAL
(ACADEMIC) (NON-ACADEMIC)
 distance between home  unaffordable transportation cost  adopt-a-student scheme
and school  provision of dormitory
 foster parenting

 inaccessibility of the  tardiness , absenteeism,  same as the above

school due to bad cutting classes
roads, heavy rains, and
floods

 presence of  operation of gambling dens, gaming  advocacy and coordination with

distractive/non- shops, entertainment stations, within LGU on enforcement re: pertinent
developmental activities the 50-meter perimeter from the ordinances
near school vicinity school

 volatile peace and order  presence of criminality and  advocacy to effect “peace zones”
situation insurgency (recruitment of high  re-orientation of student values
school students by rebel groups) re: recruitment by rebel elements

 presence of too many  prolonged absences in their  disruption in school activities lure  adopt activities, as the case may
celebrations that classes affect their students to spend more time on be, as part of the school
involve the school (i.e., achievement and celebrations than on their studies curriculum/or school activities
DOT-sponsored tourist performance level (integrate all celebrations and
advocacy, series of  loss of interest in academic activities in the school calendar)
sports competition, activities to include educational values in
fiesta activities, etc.) the celebrations and be
credited/graded accordingly