Early school leaving is an outcome of complex and long-term processes comprising personal, institutional, and systemic factors. Studies on individuals in Hungary have identified a connection between early school leaving and teaching practices at schools. The creation of supportive learning environments in turn can contribute to preventing early school leaving. This article reports on findings from a cross-sectional study conducted in Hungary between 2018 and 2021 in the context of the project HRDOP–3.1.2-16-2016-0000 Renewal of the public education methodology to reduce early school leaving. The primary focus of the study was to investigate the characteristics of the learning environment in participating schools. The study sought to identify risk factors as well as mitigating factors that are relevant to early school leaving. Sampling was based on availability; the sample contained the responses of 9892 students and 6034 teachers and heads from 473 educational institutions. Respondents were asked about their opinions about the characteristic features of the learning environment in the classroom and at school. This article presents our comparison of results from: (1) a research panel on teacher and student perceptions of the attributes of the classroom learning environment; (2) analysis on differences in teacher and student perceptions; and (3) analysis on possible differences between the results of the questionnaires administered to different groups of respondents in different years. Besides outlining characteristic features of how learning environments were perceived in Hungary, the article offers a conceptual framework and tool for understanding and contributing to the development of supportive learning environments.

中文翻译：

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匈牙利的课堂学习环境和辍学预防

提前退学是由个人、制度和系统因素组成的复杂和长期过程的结果。对匈牙利个人的研究发现，提前离校与学校教学实践之间存在联系。创造支持性学习环境反过来有助于防止过早离校。本文报告了 2018 年至 2021 年在匈牙利进行的一项横断面研究的结果，该研究是在 HRDOP–3.1.2-16-2016-0000更新公共教育方法以减少提前离校项目的背景下进行的。该研究的主要重点是调查参与学校的学习环境的特征。该研究旨在确定与提前退学相关的风险因素以及缓解因素。抽样是根据可用性进行的；样本包含来自 473 个教育机构的 9892 名学生和 6034 名教师和负责人的答复。受访者被问及对课堂和学校学习环境特征的看法。本文介绍了我们对以下结果的比较：（1）关于教师和学生对课堂学习环境属性的看法的研究小组；(2)师生认知差异分析；（3）不同年份不同群体的问卷调查结果可能存在的差异分析。除了概述匈牙利人如何看待学习环境的特征之外，本文还提供了一个概念框架和工具，用于理解和促进支持性学习环境的发展。