A preview of this full-text is provided by American Psychological Association.
Content available from Journal of Educational Psychology
This content is subject to copyright. Terms and conditions apply.
Social Contagion and High School Dropout: The Role of Friends,
Romantic Partners, and Siblings
Véronique Dupéré
University of Montreal Eric Dion
University of Quebec at Montreal
Stéphane Cantin, Isabelle Archambault, and Eric Lacourse
University of Montreal
Social contagion theories suggest that adolescents in relationships with same-age high school dropouts
should be at a greater risk of dropping out themselves. Yet, few studies have examined this premise, and
none have considered all potentially influential same-age intimates, focusing instead on only either
friends or siblings. Moreover, a key influence in adolescents’ social worlds, romantic partners, has been
ignored. The goal of this study was to provide a comprehensive view of dropout contagion by considering
occurrences of dropout among friends, siblings, and romantic partners. Data came from a sample of
Canadian adolescents (N⫽545) comprising one third of high school dropouts; a second third of carefully
matched at-risk but persevering schoolmates; and a last third of average, not-at-risk students. As
predicted, adolescents were at greater risk of dropping out when a member of their network had recently
left school (i.e., in the past year, OR ⫽3.11; 95% CI [1.78, 6.27]), with independent associations of
nontrivial sizes for occurrences of dropout among friends, romantic partners, and siblings (ORs between
1.97 [95% CI 1.25, 3.41] and 3.12 [95% CI 1.23, 11.0]). Moreover, adolescents seemed particularly at
risk of quitting school (OR ⫽4.88; 95% CI [2.54, 12.5]) when their networks included more than one
type of same-age intimate (e.g., a friend and a sibling) who had recently dropped out. Findings suggest
that social contagion of dropout is a pervasive phenomenon in low-income schools and that prevention
programs should target adolescents with same-age intimates who have recently left school.
Educational Impact and Implications Statement
An adolescent’s decision to leave high school without a diploma is unlikely to be made in a social vacuum,
especially in areas characterized by low graduation rates. Our interview-based findings indicate that in
comparison with students who stay in school, adolescents who drop out are at a greater risk of having a
friend, a romantic partner, or a sibling who had themselves recently left school without a diploma.
Dropout thus appears to be socially contagious over a short period of time. In order to prevent this
outcome, it may be necessary to limit its spread from one adolescent to another.
Keywords: high school dropout, friends, siblings, romantic partners, social contagion
High school dropout is associated with a host of negative
lifelong consequences, and thus represents a primary target for
prevention in many Western countries (Lansford, Dodge, Pettit, &
Bates, 2016;OECD, 2018). Even though national high school
graduation rates are generally on the rise and have reached 90% in
some countries (Snyder, de Brey, & Dillow, 2019), dropout rates
remain high in many disadvantaged communities (Nieuwenhuis &
Hooimeijer, 2016). Understanding the factors responsible for the
high prevalence of dropout in these communities appears espe-
cially urgent in today’s context of rising socioeconomic inequality
This article was published Online First June 18, 2020.
XVéronique Dupéré, School of Psychoeducation, Youth in Difficulty
University Institute of the Integrated University Health and Social Services
Center of the South-Center-of-the-Montreal-Island (CCSMTL), Public
Health Research Center of the CCSMTL, University of Montreal; Eric
Dion, Department of Special Education, University of Quebec at Montreal;
XStéphane Cantin and Isabelle Archambault, School of Psychoeduca-
tion, University of Montreal; Eric Lacourse, Department of Sociology,
University of Montreal.
Financial support for the preparation of this article was provided to
Véronique Dupéré by Canada’s Social Sciences and Humanities Research
Council; Fonds de recherche du Québec – Santé and Société et culture and
Institut de recherché en santé publique de l’Université de Montréal.We
thank all the staff and students of the participating schools and school
boards, as well as other school professionals who made the project possi-
ble.
Correspondence concerning this article should be addressed to Véro-
nique Dupéré, École de psychoéducation, Université de Montréal, C.P.
6128, Succursale Centre-Ville, Montréal, QC H3C 3J7, Canada. E-mail:
veronique.dupere@umontreal.ca
This document is copyrighted by the American Psychological Association or one of its allied publishers.
This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
Journal of Educational Psychology
© 2020 American Psychological Association 2021, Vol. 113, No. 3, 572–584
ISSN: 0022-0663 http://dx.doi.org/10.1037/edu0000484
572