The purpose of this review article was to examine the turbulence of the current educational context in light of COVID-19 and the associated school closures, for disengaged high school students, often over-aged, who are nearing the end of their academic journeys. In this review, I provide a concise overview of the way that the high school dropout problem has been conceptualized, the theoretical framework of turbulence theory, and the relevant barriers that disengaged high school students, marginalized and subjected to pushout, are currently experiencing. I assert that even with established supports in place, more attention is needed to developing approaches that consider the turbulence that disengaged students experience nearing high school departure during this period of school closure and remote instruction. Next, I analyze the turbulence experienced by such students by using the turbulence gauge to assess the three drivers and the general level of turbulence. I conclude by offering recommendations for further supporting disengaged students at-risk for pushout or dropout.