Factors Contributing to Asnaf Students' School Dropout and Referral to Rehabilitation Centers: A Case Study at Secondary Schools in Perlis

Abstract

School dropout among Asnaf students who are eligible for zakat assistance under Islamic social welfare remains a critical concern for educational equity in Malaysia. In Perlis, an increasing number of Asnaf students have been referred to rehabilitation centers due to truancy, behavioral issues, and emotional distress. This study aims to identify and analyze the key factors contributing to school dropout among Asnaf students in eight secondary schools across the state. Guided by five hypotheses, economic hardship, family instability, community influence, educational quality, and psychological challenges, the study explores how these interconnected dimensions shape the educational experiences of marginalized Muslim youth.
Using a qualitative case study design, the research engaged 16 participants (eight school counselors and eight discipline teachers) through semi-structured interviews conducted between June and August 2025. Data were analyzed thematically using Braun and Clarke’s (2006) six-phase framework, ensuring credibility through member checking, peer debriefing and reflexive journaling. The thematic analysis yielded five major themes:
1) Economic hardship and financial instability;
2) Family instability and emotional neglect;
3) Community pressure and negative peer influence;
4) Educational quality and resource limitations; and
5) Psychological challenges and low self-esteem.
Cross-case comparison revealed dynamic interactions among these factors, forming an ecological cycle where poverty and emotional stress amplify disengagement, eventually leading to dropout or rehabilitation referral.
Findings demonstrate that economic hardship and family instability are the strongest predictors of school dropout, while community influence, school limitations, and psychological distress act as reinforcing mechanisms. Counselors emphasized inconsistent zakat assistance, limited parental supervision, and inadequate school counseling resources as key structural issues.
The study proposes a multi-tiered intervention model that involves predictable zakat-based education support, trauma-informed teacher training, community mentorship initiatives, and embedded mental health screening in schools. Ultimately, the research highlights the need for an integrated policy framework that links education, social welfare, and mental health services to sustain Asnaf students’ engagement and prevent their marginalization through dropout and rehabilitation cycles.
In addition to educators’ perspectives, the study acknowledges the value of incorporating insights from students, family members, and rehabilitation officers to achieve richer data triangulation. While these groups were not primary participants, their contextual experiences were captured indirectly through counselors’ narratives and referral records, strengthening interpretive depth.