Cook, Nicole Theresa (2021) “Feels Like Home” – Exploring the Role of Connectedness in Student Retention and School Experience for Disenfranchised Youth in Flexi-Schools: A Systematic Literature Review. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
There are serious consequences for youth who do not complete school, with life-long social, economic, and mental wellbeing impacts, as well as implications for broader society. Increasingly, flexi-schools have been developed in Australia and internationally to support early-school-leavers and disenfranchised youth at risk of mainstream school non-completion. Empirical evidence suggests that flexi-schools successfully re-engage disenfranchised students in education when mainstream schooling does not offer the right “fit.” Student wellbeing is integral to the flexi-school model, predicated by maintaining school environments intended to be more inclusive and nurturing. Connectedness is described as a student’s sense of feeling cared for, accepted, valued, included, and emotionally supported at school. This systematic literature review critically investigates which key school characteristics and student outcomes are associated with connectedness in flexi-schools. The role connectedness plays in student retention is also explored. Both qualitative and quantitative, published and unpublished research is reviewed from 1990 to 2021. Based on the final 25 studies, six key flexi-school characteristics were identified as being robustly associated with connectedness: (1) Relationship-Building; (2) Safety: Social, Emotional, Physical; (3) Disciplinary Rules and Flexi-School Policies; (4) Community Connection; (5) Small Group Learning; and (6) Wellbeing and Material Support. Connectedness-related positive student and school outcomes included academic, behavioural, and wellbeing impacts. Students improved attendance rates in flexi-schools compared with past mainstream attendance, indicating significant personal progress. It is hoped this research will broaden and refine our understanding of how education domains can best support the complex needs of youth and provide inclusive education, regardless of youth background or circumstance.
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| Item Type: | Thesis (Non-Research) (Honours) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling (1 Jan 2015 - 31 Dec 2021) |
| Supervisors: | Lorelle Burton; Michael Ireland |
| Qualification: | Bachelor of Science (Honours) |
| Date Deposited: | 23 Jul 2025 04:29 |
| Last Modified: | 23 Jul 2025 04:29 |
| Uncontrolled Keywords: | flexi-school ; secondary education ; connectedness ; sense of belonging ; student retention |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52226 |
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