Intentions to quit upper secondary education among first generation immigrants and native Norwegians: the role of loneliness and peer victimization

Abstract Dropout from upper secondary education is a persistent educational problem, particularly among first-generation immigrant youth. This study examined factors associated with intentions to dropout gain further insight into the process of leaving education. The analyses 1299 Norwegian first-year school students’ (88% native Norwegians, 12% immigrants) self-reported quit school, loneliness, and peer victimization in showed that immigrants experienced higher levels loneliness than Norwegians. In contrast, there were no differences between Norwegians immigrants. However, significantly stronger association results underscore importance tackling immigrants’ reduce their thus potentially improve conditions for completion.