School Dropout in Vulnerable Areas as a Social Health Issue: A Sociology of Health Approach in Light of Spatial Justice and Social Stigma – The Case of Driouch Province, Midar City

Abstract

This study addresses school dropout in vulnerable areas of Morocco as a social health issue, adopting a sociological approach that links the phenomenon to spatial justice and social stigma. Based on a field study in Midar City, Driouch Province, the findings reveal that weak infrastructure, lack of psychological and social support, and economic vulnerability are key factors reinforcing dropout. The analysis also shows that social stigma associated with academic failure extends beyond the individual student to their family and local community, thereby reinforcing collective isolation and weakening opportunities for integration. The research draws on three theoretical perspectives: social health theory, which emphasizes how economic, political, and cultural conditions shape health and education outcomes; social stigma theory, which highlights how school failure becomes a negative identity; and structural dysfunction theory, which demonstrates that when schools fail to fulfill their role as mechanisms of integration, this reflects a broader systemic crisis. The study concludes that addressing school dropout requires comprehensive public policies that integrate education, health, and social justice into a unified vision, thereby promoting spatial equity and restoring dignity to students, families, and local communities.