本文旨在透過結合中輟生與班級經營的關係，凸顯學校教育工作者在學生中輟過程中扮演著主動的角色。中輟生與班級經營的關係主要建立在師生之間的互動、校園及班級氛圍、多樣的學習和個別指導、與真實生活和工作有所連結的學校生活，以及親師合作等方面，凡此，均提醒教師在中輟生的問題上，必須儘可能地維護和支持中輟生的個人發展、受教權及其做為社會一份子的福祉。為達上述目標，筆者嘗試著從一些教育哲學的觀點指出，在學生中輟的問題上，觀念和行動的一致性有益於型塑出友善的校園氛圍與師生關係，培養處遇學生中輟過程及問題的能力，並期許每位學校教育工作者成為學生發展過程中的支持者。

This paper aims to combine the relationships of dropouts and classroom management to pinpoint that the school educators play active roles in the process. The relationships of dropouts and classroom management can be analyzed largely based on the student-teacher interaction; the campus atmosphere and the classroom climate; the multiple learning and the individualized instruction; the school life that has been linked with the real life and work; and the parent-teacher collaboration etc. This reminds that teachers should have the following thoughts in mind: teachers ought to support the personal development of the dropouts, their right to education, and their welfare as a part of the community. To achieve above goals the author tries to point out from the perspectives on philosophy of education: The unity of idea and action is beneficial to shape a friendly campus with good student-teacher relationship; teachers need to equip themselves with the capability of dealing with the problems of dropout; and educators is expected to be supporters on the development of students all the time.