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Risk factors and coping options in preventing university dropout - An institutional screening tool supporting first-year student success.

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Bibliographic Details
Title:	Risk factors and coping options in preventing university dropout - An institutional screening tool supporting first-year student success.
Authors:	Tessényi, Judit¹, Tari, Szilvia¹
Source:	Journal of Perspectives in Applied Academic Practice. 2026, Vol. 14 Issue 2, Part 3, p607-611. 5p.
Subject Terms:	College dropouts, First year experience programs, Student engagement, Academic achievement, Student well-being, Academic support programs, *Attention
Abstract:	The transition to higher education represents a critical developmental period for students and is frequently associated with academic, psychological, and social challenges. Within the growing body of First-Year Experience research, increasing attention has been devoted to early identification of factors that may contribute to student disengagement and dropout. This paper introduces the conceptual development and institutional application of a multidimensional screening tool designed to support the early recognition of potential dropout risk factors among university students. The instrument was developed at the University of Szeged as part of a broader institutional strategy to strengthen student wellbeing, academic engagement, and retention. Rather than presenting empirical results from student responses, this ‘On the Horizon’ article focuses on the design rationale, theoretical foundations, and practical implementation of the questionnaire within a university support environment. The tool is intended to promote structured self-reflection among students while simultaneously assisting institutional support services in identifying areas where targeted interventions may be beneficial. The article outlines the conceptual framework underlying the questionnaire, the thematic domains it addresses, and the mechanisms through which students receive guidance and support following completion of the survey. Particular attention is given to the integration of the instrument into institutional support structures, including counselling services, mentoring programs, and learning support initiatives. By presenting the development and institutional application of this screening tool, the paper contributes to the broader conversation on proactive, data-informed approaches to supporting first-year student success in higher education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The transition to higher education represents a critical developmental period for students and is frequently associated with academic, psychological, and social challenges. Within the growing body of First-Year Experience research, increasing attention has been devoted to early identification of factors that may contribute to student disengagement and dropout. This paper introduces the conceptual development and institutional application of a multidimensional screening tool designed to support the early recognition of potential dropout risk factors among university students. The instrument was developed at the University of Szeged as part of a broader institutional strategy to strengthen student wellbeing, academic engagement, and retention. Rather than presenting empirical results from student responses, this ‘On the Horizon’ article focuses on the design rationale, theoretical foundations, and practical implementation of the questionnaire within a university support environment. The tool is intended to promote structured self-reflection among students while simultaneously assisting institutional support services in identifying areas where targeted interventions may be beneficial. The article outlines the conceptual framework underlying the questionnaire, the thematic domains it addresses, and the mechanisms through which students receive guidance and support following completion of the survey. Particular attention is given to the integration of the instrument into institutional support structures, including counselling services, mentoring programs, and learning support initiatives. By presenting the development and institutional application of this screening tool, the paper contributes to the broader conversation on proactive, data-informed approaches to supporting first-year student success in higher education. [ABSTRACT FROM AUTHOR]
ISSN:	20519788