SUCCESS Model
Spot the risk. Support the child. Succeed together. Protect from HIV
What SUCCESS stands for
S
Students with
U
Urgent needs for
C
Continuous and
C
Comprehensive
E
Education
S
Support for
S
School retention
The SUCCESS Model is IMS’s flagship school-based intervention to prevent dropout. It is a structured, five-step, data-driven, child-centred approach that addresses individual, family, and school-level risks — before a child leaves.
Four Outcomes — One Model
Spot → Early identification of children at risk of dropping out
Support → Tailored, individualised interventions through SUCCESS and PEIS
Succeed → Improved retention and school completion rates
Protect → From HIV and other risks — linking education retention with health and HIV prevention outcomes
Keeping children in school is one of the most powerful HIV prevention interventions available. The SUCCESS Model bridges education and health — a child who stays in school is protected from the vulnerability that drives early dropout, early pregnancy, exploitation, and HIV.
The Five Steps to Keep Children in School
STEP 1 — EMPOWER
What: Train teachers and Dropout Prevention Fellows.
Why: Teachers and Fellows are the first to spot the early signs of dropout risk. They must be equipped to see, respond, and support.
How: IMS delivers safeguarding training, emotional support skills, and dropout prevention methodology to school staff and Fellows.
Who: IMS trainers, classroom teachers, Dropout Prevention Fellows.
Output: A skilled, alert school community that can identify and respond to dropout risk at the earliest stage.
STEP 2 — IDENTIFY
What: Detect students at risk using the IMS Dropout Risk Tool.
Why: Most dropout does not happen suddenly. It happens over weeks and months of accumulating pressure. Early detection prevents what becomes a permanent exit.
How: Teachers and Fellows complete structured risk assessments using the IMS Dropout Risk Tool — generating risk scores for each child: High (red), Medium (amber), or Low (green).
Who: Classroom teachers and Dropout Prevention Fellows.
Output: A risk list with scores — a clear picture of which children need immediate attention, which need monitoring, and which are currently stable.
STEP 3 — PLAN
What: Hold a joint Risk Reduction Meeting.
Why: The child, their caregiver, and the school must all understand the risk and agree on the response. No plan works without their participation.
How: IMS convenes a structured meeting where the risk is discussed openly, and a personalised support plan is agreed together.
Who: The child, the caregiver, the classroom teacher, the Dropout Prevention Fellow, and IMS staff.
Output: An Individualised Risk Reduction Plan — a written, agreed commitment to specific support actions with a timeline and responsible parties.
STEP 4 — SUPPORT
What: Deliver tailored, child-specific support.
Why: Every child’s challenge is different. A one-size response does not work.
How: Based on the Risk Reduction Plan, IMS and school partners deliver the agreed support — which may include PEIS enrolment for the family, school materials through Learn Box, mentoring from the Fellow, health referrals, or connections to community resources.
Who: IMS, Dropout Prevention Fellows, teachers, caregivers, and partner organisations.
Output: Barriers removed. Child stays in school.
STEP 5 — TRACK
What: Monitor, follow up, and update.
Why: Risks do not disappear after one intervention. Circumstances change, pressures resurface, and new risks emerge.
How: Fellows and teachers use the IMS Support Tracker and conduct monthly check-ins with the child and caregiver. Risk status is updated termly.
Who: Dropout Prevention Fellows, teachers, IMS staff, and caregivers.
Output: Updated risk status for every child on the list. Red flags spotted early. Continuous retention tracked and documented.