Davie, Gemma (2021) Re-engaging the Disengaged: Student Voice Regarding the Factors that Contributed to Mainstream School Disengagement and Re-Engagement into Learning through Flexi-Schools - A Systematic Literature Review. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The consequences of school disengagement and school non-completion are substantial, impacting not only the school and the student but also the community. In Australia, school disengagement and non-completion rates are increasing, with educational bodies recognising the importance of understanding and responding to factors which influence school engagement. As a result, alternative education models called flexi-schools were developed to respond to student disengagement. This systematic literature review examines the factors, which contribute to student disengagement from mainstream education and students’ reengagement with learning through flexi-schools, with a particular focus on ‘student voice’. Three databases and three grey literature databases were searched for studies that focused on secondary students, student voice, flexi-schools, and factors that lead to student disengagement/re-engagement. Twenty-five articles were reviewed determining that emotional, behavioural, and cognitive factors interact to influence disengagement from mainstream education and re-engagement in learning through flexi-schools. Paramount within these domains was the connection of students with their school environment and teaching staff, feeling like they belonged, academic demands, school rules and inflexible structures which created an environment which was unappealing and disconnected from their personal identities. Furthermore, students indicated the importance of being heard by their school in developing their connection and ultimate engagement into learning through flexi-schools. Furthering that not being heard contributed to their disconnection and disengagement from mainstream education. These findings highlight the importance for educational institutions to reflect on and develop practices which foster engagement through listening and responding to the needs of students.
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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 04:34 |
| Last Modified: | 23 Jul 2025 04:34 |
| Uncontrolled Keywords: | disengagement ; re-engagement ; flexi-schools ; student voice ; mainstream education |
| 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/52251 |
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