Student Perspectives on Push out and Push in Factors for High School Leaving

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  • Additional Information
    • Availability:
      ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
    • Peer Reviewed:
      N
    • Source:
      115
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      High School Students; Dropout Attitudes; Dropout Prevention; Potential Dropouts; Student School Relationship; Interpersonal Relationship; Bullying; Educational Environment; Post High School Guidance; Attendance; Student Welfare; Academic Persistence
    • Subject Terms:
      Washington
    • ISBN:
      979-83-8311-250-2
    • Abstract:
      This study centered student perspectives from one high school in Southwest Washington on push out and push in factors related to high school leaving. While there has been significant research conducted on risk factors associated with early school leaving, there has been very little published research that centers student voice and their experiences that lead up to deciding not to complete their high school diplomas. This study focused on local, student-centered perspectives that can support individual schools and their districts in responding directly to the needs of their students. Using an emergent qualitative research approach, this study explored two topics: (1) student perspectives on push factors that have led to students consider leaving high school prior to completion and (2) student perspectives on push in factors that have kept students in high school. The Push, Pull, Fall Out Framework was utilized to contextualize risk and protective factors associated with early school leaving as reported by students. The Student Voice Research Framework centered the role of student voice throughout this study through student focus groups. Six themes associated with high school leaving were identified: relationships with school staff, overall climate and culture, bullying and other social interactions, COVID-19 and negative mental health, lack of attendance, and post-high school connections. Recommendations made as a result of student input include: (1) more research in schools should be localized and conducted by staff and students who work in and attend those schools, (2) relationships with school staff are key to keeping students in school, (3) additional research needs to be conducted on the effects of COVID-19 on the potential for early school leaving, and (4) increasing post-high school connections with day-to-day expectations of students could lessen early school leaving. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED656553