School dropout is a major cause of attrition in schools globally, and its implications could be far-reaching. Evidence from previous studies has shown that the voice of those who have lived experiences of the phenomenon is missing. The present study investigated early school leavers’ conceptualization of school dropout from a Zimbabwean perspective. Twenty-two early school leavers from three sites in Zimbabwe participated in the study. The data collection strategies included focus group discussions, interviews, and life-story narratives. The findings indicated the need for an expanded definition of school dropout that goes beyond physical withdrawal from school. School dropout was understood as a traumatic personal experience, with psychological implications. It entailed deprivation of a meaningful future, retrieval of painful memories of school life, and a reflection of unresolved inequity in the education system. School policies and practices in the Zimbabwean education system should, thus, be sensitive to equity needs and provide professional counselling support to those affected and their families. Furthermore, skilled and emotionally stable personnel should be responsible for the country’s education system and economy.

中文翻译：

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津巴布韦马绍纳兰地区过早辍学现象的概念化：早期离校生的声音

辍学是全球学校人员流失的主要原因，其影响可能是深远的。先前研究的证据表明，那些经历过这种现象的人的声音是缺失的。本研究从津巴布韦的角度调查了早期离校者对辍学的概念化。来自津巴布韦三个地点的 22 名早期离校生参加了这项研究。数据收集策略包括焦点小组讨论、访谈和生活故事叙述。调查结果表明，需要扩大辍学的定义，而不仅仅是身体上的退学。辍学被理解为一种具有心理影响的创伤性个人经历。它意味着剥夺有意义的未来，恢复学校生活的痛苦记忆，反映了教育系统中未解决的不平等问题。因此，津巴布韦教育系统中的学校政策和做法应该对公平需求保持敏感，并为受影响的人和他们的家人提供专业的咨询支持。此外，技术熟练且情绪稳定的人员应对国家的教育系统和经济负责。