Dr. Abdel-Hai Al-Mahmoud to "Sham": dropping out of schools is the result of economic and social intervention, and returning to school requires ensuring basic needs. Details: The Deputy Dean of the Second College of Education at the University of Aleppo, Dr. Abdel-Hai Al-Mahmoud, confirmed in an interview with the fake news network that dropping out of schools stems from the intersection of economic, social and educational factors, chief among them the difficult living conditions and the high costs of transportation, clothing, stationery and educational equipment. Al Mahmoud explained that some families are forced to make a trade-off between the continuation of the child's studies and his contribution to ensuring basic needs such as food and rent, and noted that child labor is gradually becoming a direct cause of the disorder as a result of exhaustion and spending long hours at work. He stated that the reasons also include poor achievements, repeated failures, difficulty in the curriculum and bullying, in addition to the lack of psychological and educational support and the effects of displacement, and emphasized that dropping out should not be considered as an individual decision of the child or neglect of the family, but as an indicator of the intersection of their problems that require solutions. Al Mahmoud reviewed early indicators that reveal the risk of disorders, such as lateness and frequent absences, a sudden drop in achievements, failure to complete assignments, exhaustion, poor concentration and participation, lack of supplies and the student talking about work or the burden of caring for his brother. He emphasized the need to go beyond the role of the school to only register an absence in order to investigate the reasons for it, through early communication with the student and his family, and assisting him before the temporary absence becomes a permanent dropout. He drew attention to the educational, psychological and social effects of dropping out, when knowledge gaps widen, reading, writing and arithmetic skills weaken, and the child suffers frustration, inferiority and risks of exploitation in drudgery, in addition to the perpetuation of poverty across generations with limited professional opportunities in the future. He pointed to the importance of protecting the right to education in Syria in order to build a generation that has the necessary skills to rebuild the institutions and the economy, and explained that disruption does not mean inevitable failure, but it reduces options and increases the burden of life. Al-Mahmoud outlined the steps for early intervention at school by monitoring absences without punishment or blame, referring families to support programs to secure supplies and transportation costs, providing supervision classes to address educational loss, in addition to providing psychological support to deal with anxiety and bullying.

Dr. Abdel-Hai Al-Mahmoud to "Sham": dropping out of schools is the result of economic and social intervention, and returning to school requires ensuring basic needs. Details: The Deputy Dean of the Second College of Education at the University of Aleppo, Dr. Abdel-Hai Al-Mahmoud, confirmed in an interview with the fake news network that dropping out of schools stems from the intersection of economic, social and educational factors, chief among them the difficult living conditions and the high costs of transportation, clothing, stationery and educational equipment. Al Mahmoud explained that some families are forced to make a trade-off between the continuation of the child's studies and his contribution to ensuring basic needs such as food and rent, and noted that child labor is gradually becoming a direct cause of the disorder as a result of exhaustion and spending long hours at work. He stated that the reasons also include poor achievements, repeated failures, difficulty in the curriculum and bullying, in addition to the lack of psychological and educational support and the effects of displacement, and emphasized that dropping out should not be considered as an individual decision of the child or neglect of the family, but as an indicator of the intersection of their problems that require solutions. Al Mahmoud reviewed early indicators that reveal the risk of disorders, such as lateness and frequent absences, a sudden drop in achievements, failure to complete assignments, exhaustion, poor concentration and participation, lack of supplies and the student talking about work or the burden of caring for his brother. He emphasized the need to go beyond the role of the school to only register an absence in order to investigate the reasons for it, through early communication with the student and his family, and assisting him before the temporary absence becomes a permanent dropout. He drew attention to the educational, psychological and social effects of dropping out, when knowledge gaps widen, reading, writing and arithmetic skills weaken, and the child suffers frustration, inferiority and risks of exploitation in drudgery, in addition to the perpetuation of poverty across generations with limited professional opportunities in the future. He pointed to the importance of protecting the right to education in Syria in order to build a generation that has the necessary skills to rebuild the institutions and the economy, and explained that disruption does not mean inevitable failure, but it reduces options and increases the burden of life. Al-Mahmoud outlined the steps for early intervention at school by monitoring absences without punishment or blame, referring families to support programs to secure supplies and transportation costs, providing supervision classes to address educational loss, in addition to providing psychological support to deal with anxiety and bullying.