The Household factors contributing to dropout of adolescent and young girls from school: a case study of Seme Sub-County, Kisumu County, Kenya

Abstract

This study investigates the relationship between household factors and dropout rates among adolescent and young girls’ participants in Seme Sub- County. The primary objective is to analyze how the household characteristics influence educational attrition and to provide evidence-based recommendations for reducing dropout rates. Factors analyzed include household income, accessibility to basic needs, household size, household health, and family structure. Using Ordinary Least Squares (OLS) regression, the analysis explores the statistical significance of each factor and magnitude these factors have in explaining dropout status. The results generated from the dataset containing responses from over ten thousand adolescent and young girls indicate that household income (β=0.2292, p<0.05) and household health (β=0.0247, p<0.05) have significant positive associations with dropout rates, suggesting that higher-income or healthier households may prioritize non-formal educational or economic activities. Conversely, larger household size (β=−0.0203, p<0.05) and stronger family structures (β=−0.1364, p<0.05) significantly reduce dropout likelihood, highlighting the role of familial support in promoting education. Accessibility to basic needs, however, showed no significant impact (β=−0.0013, p>0.05). Despite the modest explanatory power of the model (R-Squared=0.146), these findings provide critical insights into the interplay of socioeconomic and household dynamics affecting dropout rates. The study recommends policies that strengthen family support systems, promote inclusive education initiatives, and address contextual economic factors influencing household decisions. Additionally, interventions aimed at aligning health improvements with educational priorities could mitigate unintended shifts toward economic activities at the expense of schooling. This research underscores the need for targeted and holistic policy approaches to reduce dropout rates and improve educational outcomes, particularly in socioeconomically vulnerable regions. The study contributes to the existing literature by highlighting nuanced relationships between household characteristics and education retention, offering valuable implications for researchers and policymakers alike.