Journal of Ecohumanism 2025 Volume: 4, No: 2, pp. 1614– 1633 ISSN: 2752-6798 (Print) | ISSN 2752-6801 (Online) https://ecohumanism.co.uk/joe/ecohumanism DOI: https://doi.org/10.62754/joe.v4i2.6539 1614 Enhancing Student Retention Through School Coherence: The Mediating Role of School Climate Waleed Dallasheh 1 Abstract This study explores the impact of school coherence on student dropout rates in Arab schools in Israel, with school climate as a mediating factor. School coherence - characterized by strong leadership, structured collaboration, and aligned instructional practices - is examined for its role in fostering student retention. Additionally, the study assesses how teachers’ demographic characteristics influence dropout trends. A quantitative research design was employed, gathering data from 345 teachers across 17 secondary schools (12 regular, 3 private, and 2 technological) in northern Israel. The results indicate a strong positive correlation between school coherence and school climate (r = 0.36, p < 0.001), suggesting that greater coherence contributes to a more supportive and structured learning environment. Furthermore, significant negative correlations were found between school coherence and student dropout rates (r = -0.21, p < 0.001), as well as between school climate and dropout rates (r = -0.32, p < 0.001), reinforcing the role of a positive school climate in reducing dropout risks. The study also identifies a relationship between teachers’ demographic factors (age, tenure, and specialization) and student dropout rates. The findings highlight the necessity of strengthening school coherence to improve school climate, ultimately reducing student attrition. These insights offer valuable implications for educational policymakers and practitioners aiming to develop strategic interventions for dropout prevention in Arab schools in Israel. Keywords: School Coherence, School Climate, Student Dropout, Educational Leadership, Teacher Demographics, Educational Policy, Arab Education. Introduction School coherence is a central construct in this study, representing an integrative framework that enables individuals and institutions to navigate challenges, stressors, and systemic pressures effectively. Grounded in Antonovsky’s salutogenic model, coherence consists of three interrelated dimensions: comprehensibility, the cognitive ability to perceive the environment as structured and predictable; manageability, the behavioral capacity to access necessary resources for coping; and meaningfulness, the motivational inclination to engage with challenges in a purposeful manner (Antonovsky & Sagy, 2014). Within educational settings, school coherence extends beyond individual resilience, encapsulating an organizational ethos that fosters stability, collective efficacy, and a conducive learning climate (Aldridge & McChesney, 2018). Schools characterized by high coherence demonstrate strong leadership, pedagogical consistency, and professional collaboration, ensuring a structured and supportive environment for both students and staff. At the same time, school climate functions as a multidimensional construct encompassing the academic, social, and emotional dimensions of school life. A well-structured and positive school climate fosters student engagement, well-being, and academic persistence, while adverse climates are associated with student disengagement, social alienation, and increased dropout rates (Wang & Degol, 2016). Empirical research underscores that a positive school climate—characterized by inclusivity, relational trust, and equitable disciplinary structures—reduces behavioral issues and enhances student motivation, whereas fragmented or inconsistent school climates contribute to educational withdrawal and dropout risks (Thapa, Cohen, Guffey, & Higgins, 2013). Student dropout remains a critical educational and socioeconomic challenge, manifesting in two primary forms: overt dropout, where students officially leave the education system, and covert dropout, where students remain enrolled but exhibit disengagement, absenteeism, and academic stagnation (Rumberger & Lim, 2008). While both dropout types are prevalent in many educational systems, the current study focuses 1 The College of Sakhnin. Academic college for teacher education, Email: Waleed.dall@gmail.com