Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Dale Lamb

Abstract

The purpose of this qualitative study was to examine educator perceptions of intervention strategies designed to reduce student dropout rates and improve student engagement in rural school settings. Rural schools often face unique challenges, including limited resources, geographic isolation, and socioeconomic factors that may contribute to student disengagement and increased dropout risk. This study sought to identify strategies educators perceive as effective in supporting at-risk students and promoting persistence toward graduation. Data were collected through 18 semi-structured interviews with educators in a rural school district, including six core content teachers, six elective teachers, and six administrators. Following the interviews, a focus group was conducted to expand upon and clarify emerging themes. The analysis revealed key themes related to relationship-building, targeted academic support, social-emotional interventions, and collaborative school-wide practices. Participants emphasized the importance of early identification of at-risk students, strong teacher-student relationships, consistent communication among stakeholders, and administrative support in sustaining effective interventions. The findings contribute to the literature by providing practitioner-based insights into dropout prevention efforts in rural schools and offer implications for school leaders and policymakers seeking to improve student engagement and graduation outcomes in rural educational contexts.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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