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.

KEYWORDS:

• School engagement
• perceived support
• social capital
• mixed methods
• youth transitions

Acknowledgements

We also thank all the schools, colleges, staff and students who took part in this research. We are also indebted to the research assistants at Middlesex University who helped to administer the survey in schools.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 We recognise that the concept of NEET is controversial (Yates and Payne 2006) but it was the term used in our project and it is still a key term used in policy discourses. We do not see NEET as a personal characteristic but rather as a dynamic status.

2 Reducing Early School Leaving in the EU (RESL.EU) 2013-18 funding from the European Community’s Seventh Framework Programme [grant number SSH-CT-2011-1-320223 RESL.eu].

3 Unemployment rate for 18–24 year-olds: North-East, 24.9%; London, 21.8%; national average, 18.6% (April, 2013).

4 The schools were quite varied in terms of size, ethnic make-up and Ofsted ratings. Detailed descriptions of the schools have been provided elsewhere (https://www.uantwerpen.be/images/uantwerpen/container23160/files/RESL%20eu%20Project%20Paper%206%20-%20Final%20version.pdf).

5 General Certificate of Secondary Education.

6 Advanced levels.

7 The research was carried out under strict ethical and research governance protocols as required by our university, European Commission and the participating schools, including parental consent. Data protection requirements were strictly followed.

Additional information

Funding

We gratefully acknowledge the funding which made this study possible: the European Community’s Seventh Framework Programme [grant number SSH-CT-2011-1-320223 RESL.eu].