Identifying Causes of Dropout of Elementary School Students of Rural Districts of Musian Education System in Ilam Province

Dropout occurs at all stages of school life; however, it is challenging and complex in elementary school because the dropped out student is deprived of subsequent education and progress. To this end, this qualitative article aimed to identify the causes of dropout of elementary students. In-depth and semi-structured interviews were employed. The statistical population consisted of dropped out students and their parents. A sample of 37 was selected using purposive sampling and theoretical saturation.Datawere collected using the grounded theory in three stages: coding (open), procedural, and selective. Finally, 8 main categories were identified, developed through a paradigmatic model, known as integrated poverty of the rural environment as a dropout field. According to the findings, different types of "economic challenges" were found as the causes. Other factors such as "specific cultural beliefs" and "tribal conflicts" were also effective in dropout. Intervening variables were family disorganization, improper interactive environment between teacher and student, and internally and externally educational environment which led to certain strategies and approaches such as frequent absences, lack of interest in studying, and blame of academic promotion system, all known as education harms. Finally, these factors led to certain consequences including education uselessness, adequacy of literacy, dropout promotion, all known as literacy disbelief.