Young people, school engagement and perceptions of support: a mixed methods analysis

Abstract

As levels of young people not in education, employment or training (NEET) remain high in the UK, there is growing concern about processes of school disengagement. Drawing on quantitative and qualitative data, we explore some factors that lead young people to disengage from – and potentially re-engage with – schooling. The research employed a sequential design with a quantitative survey of students, followed by two rounds of interviews with a sub-sample of young people. Statistical analysis of our survey confirmed that, for our respondents, school engagement is mediated through perceptions of support. Through longitudinal qualitative data, we consider which sources of support appear to be most important for participants, how changes in perceptions of support affect levels of engagement and how these may change over time. We aim to contribute to the literature by showing that increasing perceptions of support can positively influence school engagement. Drawing on theories of social capital, we illustrate how complex and dynamic interplays between diffuse actors can provide access to differentiated resources, including economic, social and cultural capital, with varied outcomes for school engagement. We also show how fluid and dynamic processes of engagement and the interplay with support can provide opportunities for promoting positive educational outcomes.

Citation

Ryan, L., D’Angelo, A., Kaye, N., & Lorinc, M. (2019). Young people, school engagement and perceptions of support: a mixed methods analysis. Journal of Youth Studies, 22(9), 1272-1288. https://doi.org/10.1080/13676261.2019.1571178

• Journal Article Type: Article
• Acceptance Date: Jan 9, 2019
• Online Publication Date: Jan 24, 2019
• Publication Date: Jan 24, 2019
• Deposit Date: Mar 15, 2019
• Publicly Available Date: Jul 25, 2020
• Journal: Journal of Youth Studies
• Print ISSN: 1367-6261
• Electronic ISSN: 1469-9680
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 22
• Issue: 9
• Pages: 1272-1288
• DOI: https://doi.org/10.1080/13676261.2019.1571178
• Keywords: School engagement, Perceived support, Social capital, Mixed methods, Youth transitions
• Public URL: https://nottingham-repository.worktribe.com/output/1657991
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/13676261.2019.1571178
• Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Youth Studies on 24.01.2019, available online: http://www.tandfonline.com/10.1080/13676261.2019.1571178