<b>Promotion and Dropout Matrix in the Education System: Advancing Inclusive, High-Quality Teaching and Learning</b>

This study examines the factors influencing student transfers and dropout rates in Rwandan secondary schools, addressing a crucial issue of educational retention and success. In Rwanda, many students face significant challenges that lead them to leave school, often exacerbated by poor academic performance. This research aims to provide a comprehensive understanding of the determinants of students’ educational pathways, guided by the Social Learning Theory, using a mixed-methods approach. The methodology combines quantitative analysis of academic records with a questionnaire completed by 15 secondary school learners and qualitative insights from structured interviews with 7 teachers from 2 schools. Findings highlight key themes affecting student retention, including low academic achievement, discouragement, insufficient instructional support, and social issues such as family problems. Notably, the analysis reveals a strong correlation between assessment scores and students’ reported intentions to transfer or drop out, with those scoring below 50% mainly considering withdrawal. Based on these findings, it is recommended that educational stakeholders implement targeted support measures for low-performing students, such as reviewing grading systems and establishing tutoring and mentorship programmes to enhance academic confidence and reduce dropout rates. Additionally, addressing broader social and environmental challenges faced by these learners could foster a more supportive educational environment, ultimately improving retention and achievement. This research underscores the importance of an integrated approach to student support that encompasses both academic and socio-emotional aspects.