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The main objective was to identify personal, family and school-related factors which distinguish students presenting behavior problems who drop out from those who persist. A multidimensional evaluation process shows that these students : do not cooperate in class; benefit from little supervision at home; show low achievement; and that teachers harbor negative attitudes towards them. No gender differences were found on the vast majority of factors even though a large percentage of girls with behavior problems do succeed in obtaining their high school diploma

Comparison by gender of students with behavior problems who dropped out of school