Early School Withdrawal and Grade Repetition in Lower Primary Schools and Its Implications for Educators in South Ethiopia Regional State

Early school withdrawal has become a critical problem that hinders both individual and societal development. This study assessed trends and patterns in early children's withdrawal and grade repetition from lower primary schools in three zones in the South Ethiopia Regional State. The study employed a mixed-methods design, collecting data from 311 Grade 6 teachers and 15 school principals through questionnaires, interviews, and document analysis. The study analyzed data using descriptive statistics (means, standard deviations, and charts) and inferential statistics (independent-samples t-test & One-Way ANOVA). The study found that early withdrawal from lower primary school remains a major challenge in this region, regardless of gender, and that the dropout rate was highest among grade one pupils, especially in the Gofa zone. Repetition rates increased progressively with the grade level and were highest in the upper grades across the zones. The results show that reducing dropouts, absenteeism, and grade repetition requires concerted efforts to address challenges such as poor communication with parents, limited stakeholder engagement, low teacher commitment, and inadequate government support. In conclusion, interventions should address both genders while recognizing and responding to group-specific vulnerabilities. Also, the study recommends early identification and continuous monitoring of at-risk children, strengthened school–family collaboration, appropriate support and recognition of academic efforts, safe and supportive learning environments, and coordinated multi-stakeholder interventions to enhance school retention and successful progression through primary education.