In the study examine the causes of school dropout among students with special educational needs (SEN) in the upper grades (grades 5–8) in  public elementary schools in the Northern region of Hungay, based on the perceptions of teachers from 126 institutions.The aims of the research was twofold: firstly, to examine the factors that influence how teachers interpret the phenomenon of student dropout, and secondly, to identify the structured patterns into which these interpretations can be organized.. The findings of the present study indicate that teachers primarily attribute significance to individual factors, particularly learning difficulties, a decline in motivation, and a lack of success, while the role of institutional and structural dimensions is deemed less consequential. The cluster analysis identified four distinct interpretive patterns (multidimensionality, low achievement, ineffectiveness, and disinterest), which reflect different frameworks for understanding the problem, ranging from an individual deficitfocused approach to a complex, multifactorial interpretation. The study also reveals a significant correlation between teachers’ perceptions and institutions’ dropout rates, as institutions with higher dropout rates tend to place great emphasis on attributions based on student and family factors. The findings underscore the need for a complex, systemic understanding of school dropout, as well as the importance of shaping teachers’ attitudes and strengthening inclusive pedagogical approaches.