Systematic review of socio-economic factors influencing dropout of students in public secondary schools in Machakos County, Kenya

Abstract

Education remains one of the most effective instruments for social mobility and sustainable economic growth. Yet, despite Kenya’s strong policy commitments to universal access, student dropout persists in many public secondary schools, particularly in rural and peri-urban settings. This study undertakes a systematic review of socio-economic factors influencing student dropout in public secondary schools within Machakos County, Kenya. Drawing on empirical studies published between 2010 and 2025, the review analyzes how parental income, parental education level, family size, and family structure contribute to dropout tendencies. Guided by the Human Capital Theory, the study integrates quantitative and qualitative evidence from Machakos County and comparable Kenyan contexts to explain the mechanisms through which economic and social constraints affect retention. Findings from prior research indicate that low parental income, limited education among parents, large family sizes, and single-parent households collectively increase the probability of withdrawal from school. The review also highlights policy gaps in implementing bursary programs, social protection schemes, and parental engagement initiatives. The approach adhered to Preferred Reporting Items for Systematic reviews and Meta-Analyses [PRISMA] guidelines for the screening, appraisal, and synthesis of empirical evidence, with credibility and rigor. By situating the dropout problem within the local context of Machakos County, the study offers a useful evidence base for educational planners and policymakers to strategize and implement specific interventions to deal with socio-economic inequalities. The review concludes that interventions to enhance family well-being, improve parental literacy, and strengthen social support mechanisms are key strategies to decrease dropout and increase throughput.