Attachment, perceptions of social support, and social integration: Implications for adolescents at risk of school dropout

This study investigated the relationship between perceived social support and indices of school dropout risk. Theories of attachment and social integration provided the conceptual background for the study. Middle adolescents (36 girls, 39 boys, average age 14.37) completed the IPPA, assessing perceived social support from parents, peers, and teachers. Students were designated \u27at risk\u27 or \u27not at risk\u27 based on stringent indices of academic risk. Compared to \u27not at risk\u27 adolescents, those \u27at risk\u27 perceived: lower trust in, and higher alienation from, mothers, fathers, and teachers; lower overall support from mothers and teachers; and lower perceptions of mothers as sources of communicative support. Significant group differences were found in perceptions of relative support from mothers, fathers, peers and teachers. For the \u27not at risk\u27 group, peer support was associated with fewer risk indices. Mother support and communication, and teacher trust and alienation were associated with the likelihood of risk