DIRASAT TARBAWIYA

The aim of the research is to:-
Identifying the level of psychological stress among primary school students in Nineveh Governorate. Identifying the level of school dropout among primary school students in Nineveh Governorate. Identifying the relationship between the level of psychological stress and the level of school dropout among primary school students in Nineveh Governorate.
The researcher used the descriptive approach in the style of correlational studies for its suitability and the nature of the research. The current research population is represented by primary school students in Nineveh Governorate, which includes the city center, villages, countryside, districts and districts affiliated with the governorate for the academic year (2023-2024), and their number is (9957) male and female students who have dropped out of school, with a percentage of ( 100%) distributed to all schools Nineveh Governorate: (5596) male and female school dropouts, with a percentage of (56.20), and (4361) female school dropouts, with a rate of (43.79), while the research sample consisted of (2500) male and female school dropouts, with a rate of (25.10) and a rate of (1250). One male and (1250) female students. The sample was selected randomly, and the researcher used the (psychological stress) scale For primary schools) and prepared before(Al-Ta\'i, 2024), and the (school dropout) scale prepared by (Al-Ta\'i, 2024). This statistics on the number of students dropping out of schools was obtained from the Planning and Statistics Department of the General Directorate of Education in Nineveh Governorate for the year (2023-2024

This research aims to study the role of international organizations in reducing school dropout among displaced children, which is a pressing humanitarian issue that is exacerbated by the increase in armed conflicts and natural disasters that force millions of children to flee their homes. The research focuses on analyzing the causes of school dropout and its effects on children and communities, while highlighting the efforts made by international organizations to support education in times of crisis.
The research also addresses the cultural and social changes faced by displaced people, which directly affect the continuity of education. The research relied on the descriptive analytical approach to study the phenomenon and analyze data related to the efforts of international organizations, such as UNICEF and the United Nations High Commissioner for Refugees, in providing emergency education, building temporary schools, and providing psychological and social support to displaced children.
The research found that international organizations play a vital role in reducing school dropout among displaced children, as these organizations are considered among the most prominent actors that provide educational and humanitarian support in areas of displacement. Through its programs and initiatives, it contributes to providing a safe and sustainable educational environment for displaced children, which helps reduce school dropout rates.
The research emphasized the importance of the role of international organizations in providing a safe and sustainable educational environment for displaced children. The research recommended the need to strengthen cooperation between international organizations and local governments to ensure continuity of education, and to develop educational programs that take into account the needs of displaced children, in addition to providing them with psychological and social support. He also stressed the importance of involving host communities in these efforts to enhance social cohesion and ensure the success of educational initiatives.

This research aimed to identify the extent of the phenomenon of dropping out of primary school, the reasons leading to this phenomenon, and its educational treatments from the teachers\' point of view. To achieve what the research aspires to, the survey and descriptive analytical approach was adopted, through the statistics available to the Statistics Department in the General Directorates of Education in Baghdad for the academic year (2023-2024), in addition to using the open questionnaire. After classifying the data into four areas, (30) paragraphs were formulated for the reasons and (25) paragraphs for educational treatments, which were applied using Google Drive models via social media on a sample of teachers amounting to (660) male and female teachers. The validity and reliability coefficients of the two scales were extracted. After collecting statistical data on dropouts from the Educational Planning Division and extracting the percentages, the percentages were close and varied between the six general directorates. The general percentage of male dropouts was (3.81%), while the percentage of female dropouts was (4.30%). Another important result is that the reasons are multiple and intertwined (economic, social, and educational) and are among the most important reasons that cause an increase in the dropout rates of students in the primary stage, which teachers strongly agreed upon. The researchers attributed this to financial need, in addition to the presence of factors attributed to social and cultural upbringing methods. Treatments in the educational field were the most priority treatments in reducing the dropout rates, which we can attribute to the lack of educational counselors in the primary school. In light of the results, the researchers put forward some important recommendations and proposals.

The number of secondary school dropouts in Nineveh Governorate over the past seven years (from the academic year 2017–2018 to the last academic year, 2023–2024), as recorded by the Statistics Division of the General Directorate of Education, reached 53,466 students. This represents 20.56% of the average number of enrolled students during the same period (260,006 students).
The current research targeted educational counselors in Nineveh Governorate, with a total population of 542 counselors. A survey was conducted to identify the reasons behind student dropout, with 150 counselors responding to 59 items in the questionnaire. It was found that 51 items represented significant causes of dropout. These causes were reviewed by a panel of experts to ensure the tool\'s face validity. Using the SPSS software, the following results were obtained:
Main Research Question
What are the methods for addressing secondary school dropout in Nineveh Governorate from the perspective of educational counselors?
The findings identified 51 strategies to address the dropout issue. The most effective intervention, according to counselors, was:
• Appointing academic counselors in schools to assist students in overcoming educational obstacles and guiding them toward academic success, with an expected effectiveness rate of 0.02192%.
The least effective intervention was:
• Collaborating with private companies and institutions to provide additional resources and financial support for schools and educational programs, with an expected effectiveness rate of 0.01676%.
The remaining suggested interventions fell within these two effectiveness rates, showing relatively close impact levels.
Sub-Questions and Findings
1. Gender Differences:
Statistically significant differences were observed at a 0.05 significance level in counselors\' perspectives on the effectiveness of proposed solutions based on student gender.
2. Educational Level:
No statistically significant differences were observed at a 0.05 significance level in the expected effectiveness of solutions based on whether the dropout occurred during middle or high school.
3. Residential Location:
No statistically significant differences were observed at a 0.05 significance level in the expected effectiveness of solutions based on whether the dropout student resided in urban or rural areas.
4. Academic Qualification of Counselors:
No statistically significant differences were observed at a 0.05 significance level in the expected effectiveness of solutions based on the academic qualifications of the counselors.

The phenomenon of school dropout is one of the most difficult and dangerous problems that countries of the world suffer from in general and Arab countries in particular, due to the negative effects of this phenomenon that affect the progress and development of societies and stand in their way, especially since it contributes greatly and fundamentally to the spread of illiteracy and the lack of integration and participation of individuals in achieving development, as one society becomes a mixture of two categories, the educated category and the illiterate category, which leads to the society lagging behind other societies and not keeping pace with development and progress in advanced societies.
The reasons for this problem were due to the security situation, forced displacement, political changes, deteriorating crises, the low monthly income of the Iraqi family, poverty and unemployment are the main reasons, in addition to the lack of social awareness among parents in educating their children. All of these reasons contributed to the dropout of students from schools, especially in slum areas, as families living in these communities lack the basic requirements for a decent life, and children usually suffer from low academic achievement due to the lack of lighting and electricity. In addition, the majority of children are employed to help with the family\'s expenses and deprive them of their right to education, so school dropout in these communities is high compared to other communities.

This study aims to analyze the role of parental verbal abuse in reinforcing school dropout through a field study involving a sample of 40 students, aged 6-12 years, selected from primary schools affiliated with the Rusafa Second Education Directorate. The study utilized questionnaires and semi-structured interviews for data collection, along with content analysis of personal testimonies from students and parents. The statistical analysis employed the Kuder-Richardson Formula 20 (KR-20) for reliability measurement, as well as frequency analysis, percentage analysis, and the Chi-Square test (χ²) to determine statistical significance.
The findings indicate that verbal abuse has a direct impact on children\'s mental health and social behavior, increasing the likelihood of school dropout. Results showed that 89% of students struggling academically experience verbal abuse, while 87% of children suffering from emotional or economic neglect were also subjected to such abuse. Furthermore, 87% of children displaying individual behaviors such as stubbornness or hyperactivity were more likely to face verbal violence. The study also revealed that 80% of verbal abuse cases stemmed from parental psychological and emotional stress, whereas social influence was a less significant factor at 69%.
These results highlight the necessity of educational and psychological interventions aimed at raising parental awareness of positive parenting methods while also enhancing psychological support programs for students within schools to reduce school dropout rates and ensure a supportive and safe learning environment for children.

The current research aims to identify the reasons for the reluctance of students to study from the point of view of parents, as well as to identify the differences in the causes of this reluctance according to the variables: gender, occupation, age, academic achievement, and standard of living. It also explained the role of the school in addressing this problem, which included the teaching research community and employees (Faculty of Education for Girls) / University of Baghdad
The research relied on the analytical descriptive method and the field study method as the appropriate method to achieve the objectives of the research.
The questionnaire was used for reasons for students\' reluctance to study prepared by (Asma Tayseer Aladoan, 2018). The questionnaire included (34) paragraphs distributed over three axes: the first axis: school reasons (12) paragraphs, the second axis: social reasons (12) paragraphs, and the third axis is reasons related to the student (10) paragraphs. Where each paragraph is given a listed weight according to the five-scale (I agree, I agree, neutral, I do not agree, very agree, I do not agree) corresponds to the scale of scores (5, 4, 3, 2, 1, 1), and the highest score of the scale is (170), but the lowest degree of the rescore is (34).
The research reached a number of results, most notably, most notably: the existence of multiple school and family reasons and subjective reasons for students\' reluctance to study from the point of view of parents, as well as the absence of differences in the reasons for student reluctance from the point of view of parents according to the demographic variables of the research sample.

The most important recommendations were to emphasize the activation of the role of the educational counselor in helping students solve their problems. And the need to involve students in the extracurricular activities they want. With the creation of educational programs that build a personality together for the student, whether inside or outside the family.

The research aims to uncover the reasons for students dropping out of secondary schools in the city of Najaf , as statistics indicate that the number of dropout students exceeds (7000 students ) for the academic year 2023-2024, and this large number requires researchers and the competent authorities to search for the reasons that led to the occurrence of this phenomenon , as it is not consistent with the efforts and capabilities made by educational institutions to make the educational process successful, so the research relied on a random sample of secondary school students (males and females), educational staff and parents to identify the most important challenges and then develop solutions and proposals to address them

Counselling servicesre present a set of support activities provided to students within schools. School dropout is considered a significant risk indicator that hinders the educational system’s progress. The current research aimed to identify the role of positive counselling services provided in schools in reducing dropout rates from the students’ perspective. It also examined whether the role of counselling services varies according to gender (male, female) and specialization (scientific, literary). The descriptive method was used in this research. The study adopted a scale developed by (Kawash,2019) after adapting it to the Iraqi environment. The tool’s validity and reliability were confirmed, and it was applied to a random sample of 389 students (male and female). For statistical data analysis, the researchers used the Statistical Package for the Social Sciences (SPSS). The research reached the following conclusions:
- Counselling services play a positive role in reducing school dropout rates from the perspective of secondary school students.
- There are no statistically significant differences in the role of counselling services in reducing school dropout rates based on gender (male, female)
- There are statistically significant differences in the role of counselling services in reducing school dropout rates based on specialization (scientific, literary), with a preference for the literary branch.
The current research led to several recommendations, including:
 Raising community awareness about the serious impacts of school dropout.
 Organizing workshops, seminars, and conferences to highlight the dangers of school dropout.
 Expanding the scope of counselling services to be more comprehensive and supportive of students’ continuity in

The study addressed the issue of school dropout, with a particular focus on hidden dropout as an invisible educational phenomenon that affects students and communities. Hidden dropout refers to the gradual disengagement of students from school without formally leaving it, often manifesting through frequent absenteeism, low participation in activities, and avoidance of interaction with the school system. Studies have indicated that this phenomenon may be more prevalent than official statistics suggest and is predictive of several negative consequences, such as poor academic performance, social maladjustment, and increased likelihood of deviant behaviors.Hidden dropout can be defined as a psychological and emotional disengagement of students from the school environment. Researchers have used various terms to describe this phenomenon, including emotional and psychological dropout.The study examined the factors contributing to hidden dropout, identifying key influences such as family-related dimensions (e.g., lack of parental support), psychological factors (e.g., low self-esteem and anxiety), and an unsupportive school environment. Additionally, it highlighted the impact of economic and social pressures, weak school belonging and the absence of activities that promote student engagement. The study relied on several theoretical frameworks explaining school dropout in general and hidden dropout in particular. These included Structural Strain Theory, which interprets hidden dropout as a result of pressures arising from the gap between societal expectations and individual capabilities, and Social Control Theory, which links hidden dropout to weak social bonds between students and their families or schools. The study revealed that hidden dropout has multiple consequences, including reduced educational opportunities, a decline in workforce quality, and increased risks of delinquency and crime. Furthermore, it demonstrated that hidden dropout contributes to the deterioration of moral and social values, negatively impacting social and economic development. In conclusion, the study emphasized the importance of developing educational policies that address students’ psychological and social needs, as well as providing supportive school environments that foster a sense of belonging and engagement, it also stressed the necessity of early identiffication of students at risk of hidden dropout to implement effective preventive measures.

The current research aims to identify the role of social networking sites on the phenomenon of dropout from the point of view of teachers. The current research is limited to male and female teachers in primary schools, where (200 male and female teachers) were selected from Baghdad primary schools, Al-Rusafa II Center. To achieve the objectives of the research, the researchers prepared a questionnaire consisting of (19) paragraphs. After applying it to the research sample and extracting the data results using the statistical package SPSS, The researchers reached a conclusion that social networking sites have a role in students dropping out of school, as a result of their excessive use, as it affects their educational level in terms of their delay in completing their meals and the difficulty of organizing study times, as well as distraction in addition to their preoccupation with entertainment content, which results in a decrease in respect for the school and teachers, which leads them to leave school..
In light of the results, a set of recommendations and suggestions were developed

of school dropout is an educational problem that greatly affects society, and studies have proven that poverty and unemployment are among the main factors that contribute to the increase in this phenomenon. Many children live in poor environments, which presents them with economic and social challenges that make education a luxury that is difficult to bear. Unemployment also worsens the economic conditions of families, putting more pressure on children to contribute to family income instead of pursuing their education. These factors lead to a decline in academic achievement rates and a reduction in children\'s chances of achieving sustainable education. Therefore, reducing the phenomenon of school dropout requires improving economic conditions, encouraging job opportunities, as well as providing social and scientific support to low-income families.

Psychologists have used the term cognitive distortions to describe irrational thoughts and beliefs that distort a person\'s perception of reality and understanding of events in a mostly negative way.
The aim of the current research:
The first goal: to detect cognitive distortions among the research sample.
The second goal: to identify the differences between the experimental and control groups in cognitive distortions.
Research hypothesis:
The first hypothesis: There are no differences between the experimental and control groups in the pre-test.
The second hypothesis: There are no differences between the experimental and control groups in the post-test.
The two research tools were a cognitive distortions scale consisting of (15) items measuring common cognitive distortions, while the second tool was (a program to reduce cognitive distortions) consisting of (20) training sessions.
The scale was applied to a sample of (100) orphan students from primary and secondary schools, and training program sessions were conducted on orphan students who suffer from cognitive distortions according to the scale, and the results showed:
- It was found that (24) children suffer from cognitive distortions because they obtained scores higher than the hypothesized average of the scale (7.5), and this procedure is considered a pre-test procedure.
- There are statistically significant differences between the experimental group and the control group in the pre-test at the level of significance (0.05), as the value of the calculated Whitney test was (39.5) greater than the tabular (20) and in favor of the experimental group, as the average ranks reached (15.21) in favor of the experimental group. It is greater than the average of the control group (117.5). Thus, we reject the null hypothesis that indicated that there are no differences between the experimental and control groups in the pre-test, and we accept the alternative hypothesis.
- There are statistically significant differences between the experimental and control group in the post-test at the level of significance (0.05), as the value of the calculated Mann-Whitney test was (28) greater than the tabular (20) and in favor of the control group, as the average ranks reached (16.17) in favor of the control group. It is greater than the average of the experimental group (8.83), and thus we reject the null hypothesis that indicated that there are no differences between the experimental and control groups in the pre-test, and we accept the alternative hypothesis, and this confirms the effectiveness of the cognitive program in reducing cognitive distortions among orphan students.
In light of these results, the research came out with a number of recommendations and proposals, the most important of which are:
1.Benefiting from the counseling program in reducing the number of cognitive distortions and solving problems among counselors in counseling clinics, psychiatric hospitals, and educational counseling units in schools.
2.Benefiting from the counseling program in reducing the number of cognitive distortions and solving problems among displaced people and individuals, especially children, adolescents, and young people who are exposed to trauma, post-traumatic stress disorder, disasters, wars, and terrorist operations.

Education is the cornerstone of national prosperity and sustainable development, playing a pivotal role in economic growth, social stability, and improving the quality of life. However, school dropout remains a major challenge, especially in developing countries facing economic and social hardships. This leads to dire consequences such as increased poverty and unemployment. With the advancement of modern technologies, including artificial intelligence, it is now possible to predict and proactively address the risks of school dropout. Our research explores the role of AI in reducing school dropout rates by analyzing its applications, benefits, and challenges. The study identifies the main causes of school dropout, including economic factors (poverty, inability to afford education), social factors (family disintegration, early marriage), academic factors (weak curricula, poor performance), and psychological factors (depression, anxiety, bullying). AI, a technology mimicking human intelligence, offers solutions through predictive analytics, personalized learning, and early warning systems. By analyzing data such as attendance, grades, and behavior, AI can identify at-risk students and enable timely interventions.
AI applications in education include adaptive learning platforms, virtual tutors, gamification, and social network analysis, all of which aim to improve student engagement and reduce dropout rates. The benefits of AI in education are vast, including early identification of at-risk students, personalized learning experiences, improved resource allocation, and data-driven decision-making. Countries such as the United States, India, China, Brazil, and Finland have successfully implemented AI-powered solutions to combat dropout rates, demonstrating the potential of AI to transform education systems globally.
AI offers a powerful tool to address school dropout by enabling early intervention, personalized support, and improved learning experiences. Its application can lead to better educational outcomes, higher graduation rates, and long-term societal benefits, such as poverty reduction and increased workforce participation. This research highlights the transformative potential of AI in education and calls for its wider adoption to ensure equitable and inclusive learning opportunities for all.

This research aims to identify (school violence and its impact on school dropout). To achieve the goal of the research, a questionnaire was prepared consisting of (20) items representing the most important causes of violence that lead to school dropout. School dropout, and the research population consisted of high school students from North Wasit for the year 2024 AD. (affiliated with the Essaouira Education Directorate), which numbered (5,247) students. The researchers selected a sample of (400) students from the Zubaidiyah and Aziziyah districts.
After ensuring the validity and reliability of the tool, the researchers applied it to the research sample of (400) students. After transcribing the data and using appropriate statistical methods, which are the weighted mean and the percentage weight, the researchers discovered the most important of these reasons:-
1. Physical violence: such as hitting, pushing, or any physical harm to which the student is exposed to from his colleagues or teachers.
2. Verbal violence: such as insult, sarcasm, or verbal bullying that affects the student’s psychology.
3. Psychosocial violence: such as isolation or discrimination within the classroom, which makes the student feel like he does not belong

The current research aims to know (the role of school administration in reducing the phenomenon of school dropout in middle schools in Iraq) and to know whether there are statistically significant differences due to the variable of gender, job and years of experience. In order to achieve the research goal, the researcher prepared a questionnaire distributed to (18) middle school principals and (36) assistants. The sample was chosen intentionally. The results showed that school administration has a major role in reducing the phenomenon of dropout. The study also showed that the absence of statistically significant differences could be due to the research variables.

The phenomenon of school dropout is one of the biggest challenges facing the education system in many countries, including Iraq. Dropout poses a major threat to the future of individuals and societies, as it leads to the spread of illiteracy and unemployment, in addition to its negative effects on economic and social development. The causes of dropout stem from economic, social, cultural, and psychological factors, including poverty, poor school environment, lack of family support, and the effects of conflicts and wars. In the face of this phenomenon, legal legislation has become an essential tool to address it. National and international law has approved many measures aimed at protecting children\'s right to education. This includes imposing compulsory education, providing family incentives to students, and applying penalties to parents who fail to follow up on their children\'s education. International organizations have also played a major role in strengthening national legislation and directing educational policies to achieve sustainable development goals.

The study aimed to know the level of school dropout among primary school students from the point of view of their teachers. The researchers used the descriptive analytical approach to suit the objectives of the study. The study sample amounted to (400) male and female teachers affiliated with the General Directorate of Nineveh Education. To achieve the research objectives, the researchers prepared a school dropout tool consisting of (40) items with three alternatives and was characterized by validity and reliability, as the coefficient reached Reliability (0.82) using Cronbach\'s alpha equation. The researchers used the statistical package (SPSS) to analyze the results. The study reached a number of results, the most important of which is that the level of school dropout among primary school students is low. In light of the results, the researchers presented a number of recommendations and proposals.

School dropout, as defined by UNICEF, is: (children of school age not attending school or leaving it without successfully completing the educational stage in which they study, whether by their own desire or as a result of other factors, as well as not attending school for a year or more). Dropout is a responsive and procedural behavior resulting from multiple stimuli, some of which are related to the dropout\\'s personality in its four aspects (mental-emotional-physical-social) and stimuli related to the environment in its forms (family-school-social-natural), and accordingly; Dropout is a major problem facing the state in all its aspects due to the great economic waste it causes in addition to the scientific, moral and psychological waste...etc.
In order to reduce dropout and its negative effects; The current study aimed to identify its multiple stimuli (causes and factors of its continuity), through a questionnaire prepared by the researcher (in two models), from the point of view of the research sample (57 male and female students specializing in humanities and sciences - and 57 male and female teachers specializing in humanities and sciences), in addition to experts specialized in several Iraqi universities, and conducting appropriate statistical analyses. The results of the first objective of the research showed that each research sample agreed that there are two groups of causes and factors leading to dropping out of education, some of which are related to the student (in the axis of the disturbance of the aspects of his mental-emotional-physical-social personality, and the axis of his family in terms of the disturbance of its economic level, its cohesion/disintegration, and its level of education), and some of which are related to the educational institution (in the axis of teachers, the educational environment, etc.), and the results of the research showed the absence of statistically significant differences according to the three variables (sample level variable (student-trainee) or sample gender variable (male-female) or specialty variable Sample (human-scientific) According to the results of the first objective, a therapeutic and guidance intervention was planned according to the theory of rational emotive behavioral therapy by Albert Ellis; since dropout is an irrational behavior due to illogical feelings and beliefs that the dropout resorts to, when the environment that supports this behavior is available.
Given that the problem of dropout from education has multiple causes and results; the researcher recommends that state officials, as well as the Ministries of Education and Higher Education, take into consideration what the current research has reached and adopt it as a national program to address dropout, especially since its sample included a sample from several Iraqi universities.

The study aimed to know the level of school dropout among secondary school students from the point of view of their teachers . The researchers used the descriptive analytical approach to suit the study . Study objectives , the study sample amounted to (400) A male and female teacher affiliated with the General Directorate of Education in Nineveh, and to achieve the objectives of the research, the researchers prepared a school dropout tool consisting of 40 paragraphs with three alternatives, and it was characterized by validity and reliability, as the reliability coefficient reached 0.82 using the Cronbach’s alpha equation . The researchers used the statistical package ( SPSS ) to analyze the results, and the study reached a number of results, the most important of which is that the level of school dropout among secondary school students is low. In light of the results, the researchers presented a number of recommendations and suggestions

This research examines the social dimensions of school dropout through a linguistic lens, focusing on the impacts of poverty and displacement on educational outcomes. By analyzing the interplay between socio-economic challenges and language acquisition, the study investigates how poverty and forced migration affect students’ ability to engage with the language of instruction, academic performance, and identity formation. Drawing on both qualitative and quantitative data, it highlights key linguistic barriers, such as limited language proficiency and restricted access to educational resources, that exacerbate dropout rates among displaced and impoverished communities. Additionally, the research explores how language use reflects and reinforces social stigmas associated with poverty and displacement, further alienating affected students from educational opportunities. The findings emphasize the need for inclusive language policies, targeted interventions, and support systems to address these inequities. This study aims to inform educators, policymakers, and linguists on developing strategies to foster educational equity and reduce dropout rates in marginalized populations.

The phenomenon of school dropout is one of the most serious problems facing the educational process in Iraq and negatively affects the structure of society and stands as an obstacle to its progress, due to the continuation of ignorance, increasing unemployment and poverty rates, deepening wrong social practices, wasting the future energies of society and eliminating any expected return from sustainable development plans. The phenomenon of dropout is not a new phenomenon that our educational institutions suffer from, as it has spread widely among all student circles, and at various educational levels, especially after the emergence of changes and developments in the field of information and communications technology. Which made it necessary to reconsider the school factors and elements of the educational learning process according to what is required by the developments of life, and to re-crystallize its policies, strategies and plans. Accordingly, our study looks into the causes of school dropout in the primary stage and the role of those factors that lead to school dropout in light of the developments that have occurred, as a reason for the student to leave school and drop out of it. In the primary stage and about the role of those factors that lead to school dropout in light of the developments that have occurred, and it may sometimes be a bad relationship between the teacher and the students and between the administration and the student due to a lack of understanding of his situations and problems, or in the teacher himself, or the educational curriculum or the school book and other factors that may be a reason for the student to leave school and drop out of it, so the researchers reached a set Therefore, the researchers reached a number of recommendations, including holding cultural and scientific seminars inside schools to address students\' problems, in cooperation with their parents, in addition to helping students solve the difficulties they face in the curricula.