The school enrolment rate in Çorum is above the Turkish average. We look at education data, attending versus belonging, and young people's wellbeing.
When you want to take a snapshot of a city's education, one of the first indicators to look at is how many of its children and young people are in school. According to the Ministry of National Education's (MEB) Formal Education Statistics 2024/'25, the adjusted net enrolment rate for secondary education in Çorum is 92.63 per cent. In Turkey as a whole it is 87.88 per cent. In other words, about 93 of every 100 secondary-school-age young people in Çorum are in school. The school enrolment rate in Çorum is therefore clearly above the national average. From a psychological point of view, however, the real question is this: does a young person who is in school feel that they belong there? In this article we look at the figures, the factors that may explain them and what the difference between "being in school" and "being connected to school" means for adolescent mental health.
School Enrolment Rate in Çorum: What Do the Numbers Say?
According to MEB's provincial tables for the 2024/'25 school year, Çorum's main enrolment indicators are as follows:
- Adjusted net enrolment in secondary (high school) education: 92.63 per cent in Çorum, 87.88 per cent in Turkey
- Net enrolment at age 5: 88.04 per cent in Çorum, 82.53 per cent in Turkey
- Net enrolment for ages 14–17: 91.34 per cent in Çorum
- Net enrolment at age 17: 76.16 per cent in Çorum. In neighbouring provinces the rate is 70.52 per cent in Samsun, 66.53 per cent in Tokat and 73.47 per cent in Amasya
- Girls and boys in secondary education: 93.86 per cent for girls, 91.46 per cent for boys
Physical conditions in schools also appear more comfortable than the Turkish average. According to MEB data, there are 18 pupils per class in primary school and 19 in lower secondary school in Çorum, compared with 22 at both levels in Turkey. The number of pupils per teacher is 15 in primary school (18 in Turkey) and 9 in secondary education (11 in Turkey). In high school classrooms there are 16 pupils per classroom (20 in Turkey).
The picture for achievement is more moderate. According to a statement by the Çorum Provincial Directorate of National Education to the local press, the 2025 average score in the TYT (the first stage of the YKS, Turkey's university entrance exam) was 44.01 in Çorum and 42.68 in Turkey. The average in the LGS (Turkey's high school entrance exam) was 38.30 in Çorum and 38.00 in Turkey. So achievement is slightly above average, but without a marked leap. According to news reports citing the TÜİK (Turkish Statistical Institute) Samsun Regional Office, expected years of schooling in Çorum are 17.2, compared with 16.8 in Turkey: 17.6 years for women and 16.9 for men.
The Limits of the Data
An enrolment rate shows registration, not attendance or learning. A pupil who is enrolled but frequently absent is also included in this rate. School dropout and absenteeism rates for Çorum have not been officially published. The TYT and LGS averages come from a secondary source, the provincial directorate's statement, and have not been verified against ÖSYM's or MEB's provincial tables. In addition, enrolment of 76 per cent at age 17 shows that some young people of this age are outside formal education. These tables do not reveal how many of them are in distance education and how many are in the workforce.
Why Is the School Enrolment Rate in Çorum High? A Sociological Reading
It would not be right to look for a single cause behind high enrolment. Several possible factors can, however, be considered together.
A shrinking and ageing population. The child population in Çorum is falling. Fewer pupils mean less crowding per school and per class. According to MEB data, there are 156 pupils per school in primary education and 183 in lower secondary, compared with 227 and 269 in Turkey. Calmer classrooms can give teachers more opportunity to get to know and keep an eye on their pupils. In a class that is not crowded, a change in the mood of a quiet pupil can also be noticed more easily. Considered alongside the high school enrolment rate in Çorum, this is an important protective opportunity.
The value placed on education. In many Anatolian cities, studying is seen as the family's investment in the future and a route to social mobility. Especially in provinces that people leave, education carries the meaning of a ticket that allows young people to "go somewhere".
Generational change for girls. Girls' enrolment in secondary education is higher than boys'. By contrast, according to data reported in the local press, the great majority of the roughly 16,500 people in Çorum who cannot read or write are women. Read together, these two pieces of information suggest a generational shift in which girls today are reaching an education that their mothers or grandmothers could not.
The presence of vocational education. As an industrial city, Çorum has a significant number of vocational high schools. According to MEB data, vocational and technical high schools have 13 pupils per classroom and 8 per teacher. This offers young people who are not drawn to academic tracks another option for staying in school.
Being in School, or Feeling Connected to School?
In psychology, "school connectedness" describes a pupil seeing school as a safe place, feeling valued by their teachers and believing they belong to the school community. Research shows that school connectedness is a protective factor in adolescence against depression, anxiety, substance use and risky behaviour.
High enrolment is a strong starting point in this respect, but it is not enough on its own. A young person may go to school every day and still feel lonely, invisible or like a failure.
In School but Alone
Imagine a sixteen-year-old pupil who attends lessons regularly but speaks to no one during breaks. Their grades are average and their teachers know them as "quiet and no trouble". On paper they are part of the enrolment statistics. In their inner world, though, school is a place they drag themselves to every morning. This kind of loneliness often goes unnoticed from the outside.
The Pressure to Succeed
When staying in school is held up as a value, family expectations can rise too. The LGS and YKS periods create an intense climate of comparison even in a province slightly above average. A remark such as "the neighbour's son got into the science high school" can make a young person feel that their own effort is worthless. Our article on exam anxiety offers detailed information on this.
Signs of Disengagement From School
The drop in enrolment at age 17 suggests that some young people drift away from the system in their final years. Disengagement from school usually happens gradually rather than suddenly: first absences, then a lack of interest in lessons, and then the words "I want to leave school". During this process, understanding why the young person's bond with school has weakened works better than trying to persuade them. On this subject you may also want to read our article on teenagers who want to drop out of school.
An enrolment rate tells us whether a young person is in school. How they feel at school, we can only learn by talking to them.
School Enrolment Rate in Çorum and Early Childhood: From Age 3 to High School
High enrolment at secondary-school age is only one part of the educational journey. According to the same MEB tables, 18.59 per cent of 3-year-olds, 47.28 per cent of 4-year-olds and 88.04 per cent of 5-year-olds in Çorum are enrolled in pre-school education. The adjusted net enrolment rate for the 3–5 age group is 55.52 per cent. In other words, pre-school education in Çorum becomes a step for almost everyone at age 5, but is still the exception at ages 3 and 4. At these ages childcare remains largely within the family, especially with the mother.
From a developmental psychology perspective, this picture has two sides. On the one hand, early years spent within the family can provide a rich environment for the child when a secure attachment relationship is in place. On the other hand, meeting peers early supports the development of skills such as sharing, taking turns and putting feelings into words. A child who starts school for the first time at age 5 may experience separation anxiety and adjustment to a new setting more intensely. Planning that first transition in the pre-school years gently therefore also lays the foundations of school connectedness in later years.
Girls' Experience of School
The fact that girls' enrolment in secondary education is higher than boys' is a welcome development. Being in school, however, does not mean that girls' experience of school is always easy. Girls who take on responsibilities for housework or looking after siblings may have less time for studying and social activities. Some families may have different expectations of their daughters after high school. This can lead to a sense among young women of "I'm studying, but what comes after is uncertain", along with anxiety about the future. Talking openly about girls' academic goals within the family and supporting them reduces this anxiety.
Practical Suggestions for Parents and Teachers
There are some things that can be done at home and at school to turn high enrolment into young people's wellbeing:
- Ask about the day before the grades. Questions such as "What made you happy at school today, and what wore you out?" rather than "What mark did you get?" tell you more about the young person's relationship with school.
- Take friendships seriously. In adolescence, peer relationships are one of the cornerstones of school connectedness. Be curious about who your teenager spends time with at school and whether they are left on their own.
- Avoid comparisons. Comparisons with a sibling, a cousin or the neighbour's child do not increase motivation; they often feed a sense of worthlessness.
- Stay in touch with the school. Regular contact with the guidance service and the class teacher helps problems to be noticed early. In Çorum, the Guidance and Research Centres (RAM) in the central district, Osmancık and Sungurlu are also a point of contact for families.
- Support interests outside school. Activities such as sport, music and volunteering help young people not to define themselves by their grades alone.
- See absence as a signal, not a problem. Frequent absence may be a sign of a difficulty at school before it is a disciplinary matter. Look into possible causes such as bullying, learning difficulties or anxiety.
- For teachers: Addressing pupils by name in class, noticing small progress and having short one-to-one chats with quiet pupils are simple but effective steps that strengthen school connectedness.
When Should You Seek Professional Support?
Emotional ups and downs are natural in adolescence. However, speaking to a specialist may be helpful in the following situations:
- If the young person often complains of physical symptoms in the morning to avoid going to school
- If there is a sudden and marked drop in grades
- If they have withdrawn from friends, shut themselves in their room and do not want to talk
- If there are marked changes in sleep and appetite
- If they often talk about leaving school
- If they say things that express hopelessness, worthlessness or that life is meaningless
If the young person talks about thoughts of harming themselves, or if there is any immediate risk, call 112 (emergency services) without delay. These signs do not in themselves amount to a diagnosis, but they should be taken seriously.
How Are School Connectedness and School-Related Difficulties Addressed in Therapy?
In adolescent counselling, difficulties related to school are addressed together with the young person's developmental stage and family relationships.
Listening to the young person's own story. The first step in therapy is to understand what school means to the young person. For some, school is a safe space for meeting peers; for others, it is a place where they are tested every day.
Cognitive Behavioural Therapy (CBT). Work focuses on thoughts such as "if I fail, everything is over" or "nobody likes me". The young person's skills in coping with anxiety, solving problems and expressing themselves are supported.
Working with the family. In sessions with parents, the language of expectations, habits of comparison and communication at home are explored. When young people feel supported, their connectedness to school is also positively affected.
Coordinating with the school. Where necessary, and with the consent of the family and the young person, it is possible to work together with the school's guidance service.
In this work, which can take place face to face in Çorum or online, the aim is not only for young people to stay in school but for them to feel well there. If you are curious about the data on the pre-school years, you may want to read our article on pre-school education in Çorum.
Frequently Asked Questions
What does the adjusted net enrolment rate mean?
It is the proportion of children in the age group for a given level of education who are enrolled at that level or at a higher level. For secondary education, for example, it shows the share of young people of high school age who are studying in high school or at a higher level.
My child goes to school but seems unhappy. What should I do?
First, try to listen without judging: the unhappiness may be related to lessons, friends, teachers or something outside school. Talking to the school counsellor can help you understand the situation. If the unhappiness lasts for weeks and affects daily life, you can seek support from a specialist.
Is studying in smaller classes good for a child's mental health?
Less crowded classes can give teachers more opportunity to attend to each pupil. From a mental health perspective, however, what matters more than class size is the quality of relationships with teachers and peers, the school climate and family support.
Does a high enrolment rate mean there is no school dropout?
No. The enrolment rate shows those registered at school at a particular moment. Dropout and absenteeism are separate indicators, and these rates have not been officially published for Çorum. Despite high registration, some young people may drift away from school in their final years. That is why it is important to watch for individual signs.
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Eda Erkan Alapala
Klinik Psikolog. İstanbul Kent Üniversitesi Klinik Psikoloji Tezli Yüksek Lisans mezunu; bilişsel davranışçı terapi, çocuk merkezli oyun terapisi ve çocuk-ergen psikoterapisi alanlarında eğitimlerini tamamlamıştır.
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