Staying on‐track despite the odds
Factors that assist young people facing adversity to continue with their education
Bibliographic Data
| ID | 11161390 |
|---|---|
| Authors | Jackie Sanders (0000-0003-3741-0794, Massey University Palmerston North New Zealand, corresponding author), Robyn Munford (0000-0002-7710-2748, Massey University Palmerston North New Zealand), Tewaporn Thimasarn‐Anwar (Massey University Palmerston North New Zealand) |
| Year | 2016 |
| Volume | 42 |
| Issue | 1 |
| Pages | 56-73 |
| Publication date | 2016-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3202 |
| OpenAlex | W1819059452 |
| Language | EN |
| Citations received | 9 |
| References cited | 36 |
This article draws on the findings from a mixed‐methods New Zealand study of the experience of service use of 605 vulnerable young people (aged 13–17 years). Drawing on the survey data, it focuses on the factors that assisted young people to stay on‐track with their education. Key findings include: being able to stay at mainstream school was the strongest predictor of capacity to stay on‐track. Additional educational services did not appear to contribute directly to positive educational outcomes. There was a direct relationship between involvement with mental health services and the capacity of these vulnerable youths to stay on‐track. Better integration between educational, welfare, and justice providers may yield better educational outcomes for these youths. Relational resources from domains such as friendship, family and community activities enhance young people's capacities to stay engaged and achieving in education. However, not every positive relational resource produces a positive educational gain. For this reason, it is important that educational and other professionals carefully examine these domains (friends, family and community) to identify which of these has the potential to assist with educational engagement and then work to maximise the benefits for youths
Business · Friendship · Logistic regression · Mainstream · Medical education · Mental health · Odds · Political science · Psychiatry · Public relations · Resource (disambiguation) · Service (business) · Welfare · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Marketing · Medicine · Psychology · Social Psychology · Youth Substance Use and School Attendance
‘Alternative’ education provision
In Transition – Patterns of Development and Change Among Vulnerable Young People
What mattered ten years on? Young people's reflections on their involvement with a charitable youth participation project
Not in the classroom, but still on the register
Pathways to educational aspirations
Culture and context
Improving educational outcomes for at‐risk students
The impact of parental young onset dementia on children and young people's educational careers
Outsourcing Trouble
Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation.
School Characteristics Related to High School Dropout Rates
Sense of relatedness as a factor in children's academic engagement and performance.
Academic success among students at risk for school failure.
Academic buoyancy and academic resilience
Psychometric Properties of the Strengths and Difficulties Questionnaire
The Strengths and Difficulties Questionnaire
School Engagement
The Effect of Education on Crime
Observed Ecological Assets in Families, Schools, and Neighborhoods
Psychosocial Wellbeing of Children in Care
Status Zero Youth in the Welfare Society
Unequal Distribution of Educational Outcomes between Social Categories
Affective School Engagement and Self-Concept
Peer paradox
Making sense of disengagement in the primary classroom
Evidence-based practice in real-world services for young people with complex needs
Who is missing from higher education in New Zealand
The longitudinal association of childhood school engagement with adult educational and occupational achievement
The effects of low attainment on young people's outcomes at age 22‐23 in Scotland
Take more time to actually listen’
Holding back and holding behind
At risk of what? Possibilities over probabilities in the study of young lives
The Distribution of Dropout and Turnover Rates among Urban and Suburban High Schools
The Engagement in Schooling of Economically Disadvantaged Parents and Children
Effectively Maintained Inequality
| Unique citing works | 9 |
|---|---|
| Citations per year | 0.9 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |