Drivers of School Disengagement: Institutional Accounts

• In Event: Learning and outcomes in an Afrikan digital age

Proposal

School disengagement is a pervasive challenge across many OECD countries, necessitating a clear understanding of its underlying causes. This paper documents what schools view as critical drivers of disengagement among refugee-background African parents and students in Australia. Using an ecological systems framework and drawing on extensive interviews with school leaders, teachers, career advisors, student services personnel, student wellbeing staff, and community liaison officers, the study identifies seven key drivers of disengagement:

(1) Significant achievement gaps: Schools view achievement gaps between refugee backgrounds students and their non-refugee peers as a major factor in disengagement. When students cannot keep up with their peers academically, it can lead to feelings of inadequacy and a lack of motivation to engage in school activities.
(2) Competing demands: Many refugee-background students face competing demands on their time and energy, such as work obligations, family responsibilities, and cultural or community commitments. These demands can interfere with their ability to fully participate in school and extracurricular activities, leading to disengagement.
(3) The urge to fit in or reject: School staff reported that many African heritage students tend to adopt negative behaviours that they perceive as being valued by the dominant group. Conversely, some students may reject school norms and values as a form of resistance or self-preservation.
(4) Parental role uncertainty: Parents of refugee-background students often experience uncertainty about their role in their children's education. Cultural differences in parenting styles, lack of familiarity with the educational system, and language barriers can make it difficult for them to support their children effectively. Without the necessary guidance and encouragement from home, students disengage from schoolwork.
(5) Pressure without support at home: Like other migrants, African parents in Australia hold high expectations for their children. However, many face economic and social pressures that limit their ability to provide the support that helps their children realise their aspirations. Unrealized expectations often lead to tension and frustration that contribute to disengagement.
(6) Lack of targeted support at school: Schools often lack the resources or expertise to provide targeted support for students with refugee backgrounds. This includes language support, culturally responsive teaching practices, and specialized programs that address the unique needs of these students. Without such support, students struggle to connect with the curriculum and their peers, leading to disengagement.
(7) Negative racial stereotypes and biases: Racial stereotypes and biases within the school environment can create hostile and unwelcoming conditions for refugee-background students. Racial bias affects teacher expectations, disciplinary practices, and peer interactions, contributing to a sense of alienation and disengagement among racialized African students.


The unique contribution of this paper lies in its holistic understanding of drivers of school disengagement, highlighting the interconnected nature of personal, familial, institutional, and systemic influences on student engagement. The ecological systems model elucidates what schools view as key drivers of disengagement among African-heritage students with refugee experiences.

Clarity on the causes underpinning school disengagement can take us a step closer to viable responses in policy and practice domains. The findings underscore the need for multi-level interventions.

Author

• Tebeje Molla, Deakin University