Exploring youth perceptions of school (dis)engagement and absence in Hepburn Shire

This thesis examines the educational experiences of some young people living in the Hepburn Shire, a Local Government Area (LGA) in the Central Highlands of Victoria. These young people were in various stages of disengaging from the mainstream education on offer in the shire. The research came about via consultation between the secondary school and Federation University in response to data from the Department of Education and Training (DET) showing that the Hepburn area had the lowest school attendance figures of the eleven LGA’s in the Grampians region. The school was interested in the reasons behind the lower figures and sought to gather some further information which might shed light on the experiences of young people who had difficulty in connecting, or staying connected to, school. It was hoped that the resultant findings would inform the approach taken by the schools in offering appropriate programs to support people to re-engage with school. Thus, the research question underpinning this research is: What are the key reasons that school attendance has been identified as being lower in the Hepburn Shire Local Government Area than in other parts of the Grampians region? A critical ethnographic study was undertaken comprised of participant observation, facilitated by the researcher being situated within the school, and a series of semi-structured interviews conducted with young people (of secondary school age), families, teachers, Principals, support staff including welfare providers and a selection of other professionals working with youth and their families in the Hepburn Shire. The study revealed a complexity within the Hepburn community, where a rich diversity of views about child-raising and education was present. Such views spanned philosophies about ‘unschooling’, the benefits of home-schooling, and a sense of permissiveness about not attending school each day. Further, there seemed to be a tendency within the school (both by teachers and other professionals working with youth) to talk about disengaged students and families of nonattending students in terms of deficit: there was something lacking with them, parenting skills, work ethic, behavioural or emotional regulation, that was viewed as contributing to the students’ poor attendance. Finally, the centrality of the teacher-student relationship to both student engagement and disengagement was evident in the conversations with young people and their families. Building respectful, reciprocal relationships with at least one key member of staff seems to be a major protective factor against disengagement. And further, seems to be a pre-requisite for those students who are entering the school for the first time, or who are re-entering after a significant absence.Masters by Researc