Core Viewpoint - The phenomenon of "hidden dropout" among minors is significant, with many students disengaging from school during their compulsory education, particularly in the second year of junior high school, leading to increased risks of criminal behavior [5][6][9]. Group 1: Factors Contributing to Hidden Dropout - Schools play a crucial role in the early identification and prevention of problematic behaviors among minors, yet many fail to intervene effectively when issues like bullying or academic disengagement arise [2][3]. - The lack of support systems for students who feel frustrated or marginalized in school can lead to their gradual disengagement from the educational environment [3][5]. - A significant percentage of minors involved in criminal activities report having experienced academic setbacks, with 81.94% of surveyed juvenile delinquents indicating they faced academic difficulties [9]. Group 2: Characteristics of Hidden Dropout - Many students maintain their enrollment status while effectively dropping out, attending school sporadically and only participating in exams, which creates a false sense of attendance [5][6]. - The "hidden dropout" phenomenon is particularly pronounced among students who feel hopeless about their academic future, often leading them to abandon their studies prematurely [5][6]. - Students who disengage from school often lack skills and experience, making them vulnerable to negative influences and increasing the likelihood of criminal behavior [6][9]. Group 3: Recommendations for Addressing Hidden Dropout - Implementing a systematic approach to monitor student attendance and engagement is essential, including daily attendance checks and immediate reporting of absences [12][14]. - Establishing a multi-faceted support system involving education, law enforcement, and community resources can help address the needs of at-risk students and prevent them from falling through the cracks [12][14]. - A shift towards a more diverse evaluation mechanism in education is necessary, focusing on recognizing students' strengths and providing alternative pathways for success beyond traditional academic metrics [13][14].