A Synergistic Social Work–Ethnic Education Intervention for Reducing Dropout Risk Among Male Students in Central Guangxi Zhuang Vocational High Schools: A Mixed-Methods and Quasi-Experimental Study

This study evaluated a synergistic intervention integrating school social work and ethnic education for reducing dropout-related risk among male students in Zhuang vocational secondary schools in central Guangxi, China. Using a quasi-experimental mixed-methods design with baseline, post-intervention, and follow-up assessments, 457 students were enrolled and 435 were included in the final analysis. Compared with usual support, the intervention group showed a larger reduction in the dropout risk index at follow-up, β = −0.37, SE = 0.08, 95% CI [−0.52, −0.22], p < 0.001, and a lower likelihood of chronic absenteeism, OR = 0.56, 95% CI [0.34, 0.91], p = 0.020. The retention difference was positive but less precise, OR = 1.70, 95% CI [0.79, 3.67], p = 0.174. The intervention group also reported higher school belonging, β = 0.33, SE = 0.06, p < 0.001, and academic self-efficacy, β = 0.30, SE = 0.06, p < 0.001. Parallel mediation analysis suggested that these two protective factors accounted for part of the intervention-associated difference in dropout risk, with a total indirect effect of −0.20, 95% CI [−0.28, −0.12], p < 0.001. The findings suggest that culturally responsive practices, when combined with tiered case management and family engagement, may help strengthen protective processes and slow the accumulation of dropout-related risks. This study provides context-sensitive evidence for designing school retention interventions in vocational schools serving ethnic minority communities, while the quasi-experimental design warrants cautious interpretation.