The percentage of women who have begun childbearing increases rapidly with age, from 1 percent among women age 15 to 39 percent among women age 19. Teenage pregnancy is twice as high in rural areas as in urban areas. Teenage childbearing is lowest in the hill zone (16 percent) and highest in the terai (18 percent); however, teenage pregnancy in the terai zone has declined markedly, from 26 percent in 2001. Not surprisingly, early childbearing is inversely related to educational level. Likewise, teenagers with no education are about four times more likely to have begun childbearing than those with SLC and higher education (32 percent and 8 percent, respectively).
The main areas of treatment will focus on self-esteem, organizational skills, and social interactions with classmates. Treatment will include both compensatory and remedial strategies. OTA will provide education regarding home strategies for time-management and for organizing homework assignments. OTA will educate both mother and aunt/babysitter to focus on child's strengths to encourage positive behaviors. Remediation strategies include developing a structured schedule and "chunking" tasks to decrease the risk of being overwhelmed.
High school dropouts affect not only themselves, but many people around them. These students endure a number of problems beginning with what motivates them to drop out, what massive economic value missed, and overall the long term quality of their life. Family Problems To begin with, there are many reasons that students decide to drop out of high school and one of them is due to family needs and issues. The first family reason is the lack of parent engagement. According to United Way of Stanislaus County “Parent Engagement was most often reported as a necessary factor for a child to be successful in school.” Some students feel like their parents do not care about whether they stay in school or just decide to quit and leave.
In industrialized countries, access to services depends upon being identified by school personnel as having a disability or “special educational need.” Available data suggest that girls who are disabled are less likely to be referred for or to receive needed special education services in school than boys who are disabled. 23. The Role of Behavior and Bias in Access to Services In the United States, two-thirds of all students receiving special education services are boys. According to research by Wehmeyer and Schwartz (2001, as cited in Rousso, 2001b), gender-based behavioral differences (boys were more disruptive than girls) and gender bias (teachers expected more from boys than girls) were the most significant explanations for gender inequity. In order for girls to receive services, they had to have more significant levels of disability than boys.
As a result, children in poverty employ at a higher risk than advantaged children for retention in her them as a agriculture completing their high school education. Schools in poverty-stricken areas have conditions that hinder children from learning in a safe environment. Researchers have developed a name for areas like this: an urban war zone is a poor, crime-laden district in which deteriorated, violent, even war-like conditions and underfunded, largely ineffective schools promote inferior academic performance, including irregular attendance and disruptive or non-compliant classroom behavior. Because of poverty, "Students from low-income families are 2.4 times more likely to drop out than middle-income kids, and over 10 times more likely than high-income peers to drop out" 3. Bad
Are the school systems geared more towards girls or boys? Since the 1950s, boys in America have slowly been falling behind girls in school. Formal schools have existed since ancient Greece and both boys and girls have gone to separated schools up to the 19th century. Since then, schools have had a mixed-gender education and school system. Even though education should meet the needs for girls and boys, controversies exists about whether school is designed more for girls or boys.
Askeland, Haugland, Stormark, Bøe and Hysing (2015), stated that probability of moderate and high levels of nonattendance were evident among girls, adolescents of low socioeconomic status, and those who were living alone or with peers. Moreover, recurring absences were apparent to adolescents with less educated mothers and those who are not living with their own family. Quite the opposite, Muula, Rudatsikira, Babaniyi, Songolo and Siziya (2012) who examined the prevalence and associated factors of truancy among grades 7-10 pupils, contrarily asserted that males more than females educed truancy. The results of their study also revealed that truancy was likely exhibited by older pupils as compared with those whose age were less than 14, and by pupils who shared negative feelings towards peers. Parental supervision was believed to be highly associated with truancy, however, association between grade level and truancy were found incoherent.
First, Dropouts have difficulty finding jobs. Government data show that only 31 % of students who dropped out of school in the 2009– 10 school year Were employed the following October. America’s recent economic recession has been particularly hard on dropouts: in December 2010 only 44 % of high school dropouts sixteen to twenty- four years of age were
A lot of researches have examined teachers ' discriminatory attitudes in the class room are linked to dropout issue. According to Njau and Wamahiu (1994) in a study on dropout rates in Sub-Saharan Africa, it was found that the foremost cause of higher rate of girls ' dropout was the attitude of teachers towards girls in class. Teachers usually favour to boys than girls in terms of academic performance and achievement which led to dropout. School Distance School distance is an important determinant of school dropout for female students. Parents feel insecure for the safety of their children when they have to cover long distances to school.
(Susan, Dr. I. Victoria.) This result displays that how many girls are non-educated because of early-marriages. Because of low income families unemployment is one of the basic affects in student’s absence at schools.