Can educational engagement prevent Early School Leaving? Unpacking the school’s effect on educational success

Aina Tarabini, Marta Curran, Alejandro Montes, Lluís Parcerisa

Research output: Contribution to journalArticleResearch

11 Citations (Scopus)

Abstract

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. There is growing evidence that school engagement, or more specifically disengagement, is a key indicator for predicting Early School Leaving. The aim of this article is to explore the impact of secondary schools in student (dis)engagement and subsequent opportunities to succeed in school. Drawing on data from a qualitative study in five secondary schools in Barcelona, the article discusses the role of school context in inhibiting or facilitating school engagement by exploring compositional effects, organisational and pedagogical practices, and teachers’ expectations. To do so a twofold perspective is adopted: firstly, we look at the main school features and their impact on students’ educational opportunities; and secondly, a systematic analysis of the dimensions of school engagement (behavioural, emotional and cognitive) is carried out. As a result, the article contributes to the identification of the most significant variables at school level that influence student engagement and their opportunities for school success.
Original languageEnglish
Pages (from-to)226-241
JournalEducational Studies
Volume45
DOIs
Publication statusPublished - 4 Mar 2019

Keywords

  • Early school leaving
  • educational inequalities
  • school effect
  • school engagement

Fingerprint Dive into the research topics of 'Can educational engagement prevent Early School Leaving? Unpacking the school’s effect on educational success'. Together they form a unique fingerprint.

  • Cite this