Learning from program participants who leave? Have you ever considered this?
Understanding why participants leave a program can provide valuable insights for improvement. Instead of viewing dropouts as failures, organizations can learn from them to refine program structure, engagement strategies, and outreach.
Understanding why someone opts out can highlight gaps in accessibility, program design, or expectations that might not be obvious from the inside. Learning from participant exits allows organizations to make informed adjustments for a better, more aligned experience for future participants. It also helps refine who the program is best suited for, so staff to focus on attracting and retaining the right participants rather than simply boosting enrollment numbers.
Despite knowing how beneficial this is, many organizations hesitate to dig into why participants leave—often due to fears of what may be uncovered. Concerns that exit feedback will highlight program flaws, misalignment, or weaknesses can feel like criticism rather than opportunities for growth. Staff may worry that analyzing dropouts will reflect poorly on their work, leading to uncomfortable conversations with funders or stakeholders. Staff may also feel personally invested in the program’s success and view dropouts as a reflection of their efforts.
Avoiding this doesn’t make the issues disappear. Instead, reframing dropout analysis as a learning tool rather than a failure assessment can empower organizations to create stronger, more effective programs.
Use this activity to analyze participant exit patterns and use feedback to strengthen your program’s impact.
Objective:
Analyze participant exit patterns, use feedback to strengthen program impact, and support staff developing practices in learning from program participants who leave.
This activity is ideal for:
- Program managers, coordinators, and staff overseeing participant engagement
- Teams looking to improve retention strategies without relying on numbers alone
- Organizations that want to align their programs more closely with participant needs
- Organizations interested in becoming more data driven
What you’ll need:
- Recent program participation and dropout data (if available)
- Exit surveys data or interview transcripts from past participants
- Flip chart paper or a whiteboard
- Markers or sticky notes
- Between 60 – 90 minutes for time management
The steps (60 – 90 minutes)
Step 1: Identifying Dropout Trends (20 minutes)
As a team, review program data and discuss known reasons why participants leave. Group similar reasons together (e.g., scheduling conflicts, unmet expectations, lack of engagement).
Using the guiding questions below, discuss:
- What trends do we see in participant exits?
- Are certain groups more likely to leave?
- Have participants given direct feedback on their decision to leave?
Step 2: Differentiating Between Voluntary and Involuntary Dropouts (20 minutes)
Now, divide exit reasons into voluntary (left by choice) and involuntary (left due to external barriers). Identify patterns within each category and consider whether these barriers can be addressed.
Discuss:
- In learning from program participants who leave, are they leaving because they’ve gotten what they needed, or because they faced obstacles?
- Could program adjustments help with common involuntary dropout reasons?
- How do we currently respond to participants who express concerns before leaving?
Step 3: Finding the Hidden Lessons in Dropouts (20 minutes)
Next, challenge assumptions about dropouts by discussing misconceptions, such as:
“If someone leaves, the program isn’t working” or “Retention means we’re making an impact.”
Identify how different exit reasons can actually inform program improvements rather than just being seen as setbacks.
Discuss:
- What can we learn from participants who leave?
- If we had known these concerns earlier, could we have addressed them?
- Are there opportunities to re-engage past participants in a different way?
Step 4: Taking Action – What Can We Do Differently? (20–30 minutes)
Based on insights from the discussion, list two to three specific changes your program can make. These could include updating messaging, adjusting program structures, or implementing new engagement strategies.
Discuss:
- How can we use participant feedback before participants decide to leave?
- What small changes could improve the experience for future participants?
- How can we measure whether these changes are effective?
Let’s process
This activity is designed to support staff in developing a practice of learning from program participants who leave. This will require staff to develop a process for getting feedback before and after a program, and specifically when participants leave.
As you look through past participant feedback, what surprised you most? Did your perspective on participant dropout change? Think about one key insight you’ll take back to your role.
If you don’t have this feedback, you can create a short survey that asks for participants’ reasons for leaving and how participation in the program can be improved based on the participants’ experience.
Key takeaway
Dropouts aren’t just numbers—they’re opportunities to learn. By learning from program participants who leave, organizations can make strategic adjustments that align programs with real needs. Instead of trying to keep everyone in at all costs, the goal is to create a program that naturally retains the right participants. Try this activity and let me know how it goes for you (or if you need my support).
In the next post, we’ll explore how to design programs that adapt based on these insights—ensuring that your organization remains responsive, flexible, and impactful.
Raise Your Voice: Have you used past participant insights to improve a program? Share below in the comments section.
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