Development of a Participatory Management Model for the Student Care and Support System to Prevent Student Dropout in Schools under Khon Kaen Primary Educational Service Area Office 2

Abstract

Background and Aims: The issue of students dropping out of the education system is a critical problem in Thailand, particularly in the primary education sector. This stage is fundamental for developing essential learning and life skills. However, it has been found that certain groups of students have left the education system due to a variety of causes and contributing factors. Therefore, it is necessary to develop an appropriate model to address and resolve the problem of student dropouts from the education system. This research aims to: 1. Study the current conditions and approaches to participatory student support system management to prevent dropouts in schools under the Khon Kaen Primary Educational Service Area Office 2, Develop a participatory management model for the student support system to prevent dropouts in these schools, 3. Study the effects of implementing the proposed model and 4. Evaluate the effectiveness of the model in schools under the Khon Kaen Primary Educational Service Area Office 2.

Methodology: The research was divided into four phases: Phase 1: Study the current conditions and approaches to participatory student support system management to prevent school dropouts. Data were collected from two groups of key informants (9 participants each) and through site visits to three best-practice schools. A semi-structured interview form was used as the research instrument. Phase 2: Developed a participatory management model for the student support system. Nine experts participated in a focus group discussion to draft the model, and another group of nine experts evaluated the draft through an expert-based seminar. Phase 3: Implemented the model in eight pilot schools to examine its effects. Phase 4: Evaluated the model’s appropriateness, feasibility, and usefulness by seven experts.

Results: The causes of student dropout from the school system were identified in seven key areas: (1) family and economic problems, (2) academic difficulties and poor performance, (3) social and behavioral issues, (4) external environmental factors, (5) health conditions and disabilities, (6) early marriage or family responsibilities, and (7) legal problems and lack of access to educational welfare. The proposed guidelines for managing the student support system include: (1) stakeholder participation, (2) collection and use of individual student data, (3) development of school-specific innovations and systems, (4) holistic student care, (5) use of information technology, and (6) dropout prevention strategies. The developed model consists of: (1) model principles, (2) model objectives, and (3) implementation process based on the PDCA (Plan–Do–Check–Act) cycle and participatory processes.
The evaluation results indicated that the model's appropriateness and feasibility were rated at the highest level on average. The implementation results showed that the model was contextually appropriate, clearly structured, systematically organized, easily applicable, and effective in addressing and preventing student dropouts. It also served as a practical framework for school development aligned with community needs.

Conclusion: The model is appropriate and well-aligned with the school context, supporting systematic implementation and effectively preventing student dropouts. It promotes participation from all stakeholders and can be further developed as a responsive approach to community needs. The implementation manual is comprehensive, suitable for training purposes, and should receive additional support from relevant authorities—such as funding and tools—to assist vulnerable student groups. The participatory student support management model developed in this study can serve as a practical mechanism to support the implementation of the Zero Dropout policy. It emphasizes systemic problem-solving, stakeholder collaboration, data-driven decision-making, and continuous development tailored to the specific contexts of schools and communities.