EFFECTIVE PROGRAMS SUPPORTING AT-RISK LEARNER: A SYSTEMATIC REVIEW

NORHANA M. BASCARA BASCARA

Abstract


Student dropout remains a persistent challenge that undermines inclusive and equitable quality education, particularly among learners at risk of disengaging from school. This study conducted a systematic review to synthesize recent evidence on effective programs and initiatives that support student retention, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework and anchored on Sustainable Development Goal 4. Peer-reviewed studies published between 2021 and 2025 were systematically identified, screened, and analyzed to examine the types of interventions implemented, recurring best practices, and existing gaps and challenges in addressing learner dropout in Philippine and comparable international contexts. Findings revealed that student retention was most effectively strengthened through integrated and sustained interventions that addressed academic, socio-emotional, and structural barriers simultaneously. Academic recovery and remediation programs, mentorship and guidance initiatives, and socio-emotional support mechanisms consistently improved learner engagement, attendance, and persistence. Structural supports, including financial assistance, nutrition programs, flexible learning modalities, and technology-supported instruction, were also critical in mitigating socioeconomic constraints. In addition, proactive strategies such as early identification systems, data-informed monitoring, and whole-school collaboration with families and communities emerged as key best practices. However, the review also identified challenges related to program sustainability, implementation capacity, and policy alignment, which limited the long-term impact of many interventions. Overall, the study underscores that preventing dropout requires comprehensive, data-driven, and policy-aligned approaches supported by institutional commitment and cross-sector collaboration. The findings provide an evidence-based foundation to inform instructional practice, school leadership, and education policy aimed at ensuring that learners at risk remain engaged and succeed in school.

Keywords


student retention, at-risk learners, dropout prevention, systematic review, Sustainable Development Goal 4, Cotabato Division

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i2.260

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