Gamification can play a role in a program for dropouts, but it by no means is suitable as the sole treatment: It just patches over the underlying problems[1], among others lack of robust archivement motivation in combination with lack of learning competence. To worsen things, working class students (who have a higher probability of being a dropout) also attribute bad performance in school with lack of talent rather than lack of effort more often than middle class students. A treatment in a school context that has been shown to be both sustainable and effective is continuous feedback on the relative improvement in archivements of the specific student (school marks comparing the individual performance to the class usually make the percieved talent-mark correlation worse as the high-performing students often didn't need much effort to get their marks). Luckily this is one of the seldom cases where a treatment has stronger effects on the students with learning problems compared to the high performers, too (thats usually a big problem in pedagogy).

[1] Leaving out the the sociological context. I really doubt "boredom" was a real reason, boredom sounds too much like self assessment.

edit: typos