Abstract
Non-completion of senior secondary schooling continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments to improve participation and retention rates, 30% of students drop out of school before completing Year 12. Further, some students remain at school, just biding their time until graduation. Within this context, we investigate whether the wellbeing of the students is a key factor in supporting senior students in deciding to continue at school.
The article reports on the first phase of a two-year study of factors impacting on quality retention and participation of 250 Year 11 students from two school communities. This initial phase focuses on the senior students’ perspective of their wellbeing in Year 11, and includes our development of a suite of scales to measure the impact of students’ social connectedness and academic engagement on academic achievement and retention. Data from the survey of students are enriched through student focus groups.
The article identifies critical dimensions of what students regard as a healthy senior school culture; that is, a culture conducive to a positive and productive experience in terms of their retention, participation and achievement. Implications for school and system policy and governance are proposed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001). Schools, achievement and inequality:A seasonal perspective.Educational Evaluation and Policy Analysis, 23, 171–191.
Arnot, M., Gray, J., James, M., Ruddock, J., & Duveen, G. (1998).Recent research on gender and educational performance. London: Office for Standards in Education Reviews of Reseach, The Stationery Office.
Audas, R., & Williams, J. (2001).Engagement and dropping out of school: A life course perspective [Electronic Version]. Retrieved July 4, 2007 from the Human Resources Development, Canada, http://www.hrsdc.gc.ca/eng/cs/sp/hrsd/prc/publications/ research/2001-000175/SP-483-01-02E.pdf
Beavis, A., Curtis, D., & Curtis, N. (2005a).What do students know about work? Senior secondary school students’ perceptions of the world of work. A report prepared for The Smith Family [Electronic Version]. Retrieved August 25, 2007 from http://www.acer.edu.au/documents/Beavis-Curtis_WhatDoStudentsKnow AboutWork.pdf
Beavis, A., Curtis, D., & Curtis, N. (2005b).What do students think of work? Are they on the right track? A report prepared for The Smith Family, Sydney [Electronic Version]. Retrieved August 23, 2007 from http://www.smithfamily.com.au /documents/TSF_ACER_Mar05_web_A1FF2.pdf
Bradley, G. (1991, November/December).Students at risk: A Case study of identification and intervention strategies. Paper presented at the Australian Association for Research in Education annual conference, Surfers Paradise, Queensland. Retrieved July 9, 2009 from http://www.aare.edu.au/91pap /bradg91029.txt
Bradley, G. (1992). Increasing student retention.Youth Studies Australia 11(2), 37–42.
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2008). Advanced mixed methods research designs. In V. L. Plano Clark & J. W. Creswell (Eds.),The mixed methods reader, pp. 161–196. Thousand Oaks, California: Sage Publications.
Darling-Hammond, L. (2005). Linda Darling-Hammond on teacher preparation [Electronic Version].Edutopia Online. Retrieved September 12, 2007 from http://www.edutopia.org/php/interview.php?id=Art_832
Finn, J. D. (1989). Withdrawing from school.Review of Educational Research, 59, 117–142.
Finn, J. D., & Rock, D. (1997). Academic success among students at risk for school failure.Journal of Applied Psychology, 82(2), 221–234.
Fisher, D. L., & Khine, M. S. (Eds.). (2006).Contemporary approaches to research of learning environments. Singapore: World Scientific.
Fordham, S. (1996).Blacked out dilemmas of race, identity, and success at Capita High. Chicago, IL: University of Chicago Press.
Fraser, B. J. (2007). Classroom learning environments. In S. K. Abell & N. G. Lederman (Eds.),Handbook of research on science education (pp. 103–144). Mahwah, NJ: Lawrence Erlbaum.
Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence.Review of Educational Research 74, 59–109.
Fullarton, S., Walker, M., Ainley, J., & Hillman, K. (2003).Patterns of participation in year 12. LSAY research report no. 33. Melbourne: ACER.
Gottfredson, L. S. (2002). Gottfredson’s theory of circumscription, compromise, and self-creation. In D. Brown (Ed.),Career Choice and Development (4th ed.), pp. 85–148. San Francisco: Jossey-Bass.
Gray, J., & Beresford, G. (2002). Aboriginal non-attendance at school: Revisiting the debate.Australian Educational Researcher, 29(1), 27–42.
Hattie, J. (2005, November).What is the nature of evidence that makes a difference to learning? Paper presented at the ACER Conference, Melbourne.
Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006).Teachers and schooling. Pedagogies, assessment and performance. Making a difference. Crows Nest, NSW: Allen & Unwin.
Hemmings, B., Hill, D., Jin, P., & Low, R. (1998). Understanding intention to stay or leave in senior secondary school students in New South Wales.Asia Pacific Journal of Education, 18(1), 49–59.
Hodgson, D. (2007). Towards a more telling way of understanding early school leaving.Issues in Educational Research, 17(1), 40–61.
Lamb, S., Walstab, A., Teese, R., Vickers, M., & Rumberger, R. (2004).Staying on at school: Improving student retention in Australia: Report for the Queensland Department of Education and the Arts. Melbourne: Centre for Post-compulsory Education and Lifelong Learning, The University of Melbourne.
Lewis, P., & Koshy, P. (1999). Youth employment, unemployment, and school participation.Australian Journal of Education, 43(1), 42–57.
Martin, A. J. (2006). The relationship between teachers’ perceptions of student motivation and engagement and teachers’ enjoyment of and confidence in teaching.Asia-Pacific Journal of Teacher Education 34(1), 73–95.
Mitchell, R. M., & Forsyth, P. B. (2004).Trust, the principal and student identification. Paper presented at the Annual Meeting of The University Council for Education Administration, Kansas City, Missouri.
Morse, J. (2008).Approaches to qualitative-quantitative methodological triangulation. In V. L. Plano Clark & J. W. Creswell (Eds.),The mixed methods reader, pp 149–158. Thousand Oaks, California: Sage Publications.
Munns, G., & McFadden, M. (2000). First chance, second chance or last chance? Resistance and response to education.British Journal of Sociology of Education, 21(1), 59–76.
Organisation for Economic Cooperation Development (OECD). (2005). In transition characteristics at ages 15, 17, 18, 19, and 20. Paris: OECD.
Punch, K. (1998).Introduction to social research. Quantitative and qualitative approaches. London: Sage.
Ross, S., & Gray, J. (2005). Transitions and re-engagement through second chance education.The Australian Educational Researcher, 32(3), 103–140.
Russell, J. (2002).Enabling learning: The crucial work of school leaders. Melbourne: Australian Council for Educational Research.
Sarantankos, S. (1993).Social research. South Melbourne: Macmillan Education Australia.
Smyth, J., & Hattam, R. (2004).Dropping out, drifting off, being excluded: Becoming somebody without school. New York: Peter Lang Publishing Inc.
Sukhnandan, L. (1999).An investigation into gender differences in achievement. Phase 1: A review of recent research and LEA information on provision. Slough: National Foundation for Educational Research.
Teese, R., & Polesel, J. (2003).Undemocratic schooling: Equity and quality in mass secondary schooling in Australia. Melbourne: Melbourne University Press.
Thomson, S. (2005).Pathways from school to further education or work: Examining the consequences of Year 12 course choices. Longitudinal Surveys of Australian Youth. Research Report 42. Camberwell, Victoria: Australian Council for Educational Research.
Voelkl, K.E.(1997). Identification with schools.American Journal of Education, 105, 295–318.
Walther, A. (2006). Regimes of youth transitions: Choice, flexibility and security in young people’s experiences across different European contexts.Young, 14(2), 119–139.
White, P. (2003). School retention reference: Directions and priorities. Report for the Social Inclusion Board of South Australia.
Wooden, M. (1996). The youth labour market: Characteristics and trends.Australian Bulletin of Labour, 22(2), 137–160.
Wyn, J., Stokes, H., & Tyler, D. (2004). Stepping Stones: TAFE and ACE Program Development for Early School Leavers. Retrieved September 10, 2004, from http://www.ncver.edu.au/publications/1384.html
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Gray, J., Hackling, M. Wellbeing and retention: A senior secondary student perspective. Aust. Educ. Res. 36, 119–145 (2009). https://doi.org/10.1007/BF03216902
Issue Date:
DOI: https://doi.org/10.1007/BF03216902