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Abstract text in maximum 250 words. As highlighted by Schmitsek, Early School Leaving (ESL) emerged as a critical societal issue in numerous EU countries during the 1980s and 1990s. Mazrekaj and De Witte (2020) contend that early school leaving leads to various negative social outcomes, including increased crime rates, unemployment, and early pregnancies. Consequently, it is crucial to explore the factors that contribute to this phenomenon. Russell Rumberger (1995) identified three levels of influence on early school leaving: (1) family, (2) school, and (3) the community surrounding the students. This research aimed to provide a comprehensive understanding of the factors contributing to early school leaving from the students' perspectives, focusing on three primary areas: parental support, teacher-student relationships, and classroom community. The questionnaire, developed by Hanna Tomaszewska-Pekala and her colleagues (2017), consisted of 40 items and closely aligned with the research objectives. The results demonstrated that students who openly communicate their challenges with teachers tend to perform better academically (0.657**). Furthermore, the study found a significant correlation between parental involvement and academic success (0.586**), as well as a notable link between students' future aspirations and parental support (0.407**). Overall, these findings emphasize the necessity of enhancing family support, improving school environments, and fostering positive community influences to effectively combat early school leaving.
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