One in three students in years 7–9 show signs of school disengagement. What’s causing it?

Beginning secondary school can be an exhilarating experience, filled with meeting new people, learning new subjects, and enjoying newfound independence. However, for many, high school can also present significant challenges. The Institute for Educational Reform reveals that about one in three Victorian students in years 7 to 9 exhibit signs of disengagement from school, encompassing patterns of absenteeism, declining motivation to learn, and a detachment from their school community.

This article explores the reasons behind the difficulties faced by students during their first years of secondary education.

The research, published in the Journal of Child Psychology and Psychiatry in May, delves into the factors contributing to this disengagement. It highlights the numerous changes young people undergo as they transition into adolescence, entering high school. The study examines whether school disengagement is primarily due to the developmental shifts accompanying early adolescence or the transition to high school itself.

By analyzing data from over 20,000 students in South Australia, researchers compared two groups: one starting secondary school in Year 7 and the other in Year 8. This comparison was made possible by a 2022 education reform that altered the starting point for high school.

The findings indicate that students' wellbeing declined across eight key domains in the two years following their entry into high school. The most notable declines were observed in cognitive engagement and perseverance, with a decrease of around 11% and 8%, respectively. This meant that students were less inclined to work diligently, persist through challenging tasks, or attempt alternative approaches when confronted with obstacles.

Moreover, happiness, optimism, life satisfaction, emotional regulation, and levels of sadness and worry all decreased during this period, while instances of sadness and worry increased. The negative impacts persisted for more than two years post-transition, although they began to stabilize in the third year after moving to high school.

Interestingly, student wellbeing remained stable in both the Year 7 and Year 8 groups prior to the high school transition. However, both groups experienced similar declines in their wellbeing and engagement after starting secondary school. The Year 8 group exhibited a slight greater decline, ranging from 3-8%, compared to the Year 7 group, which experienced a decline of 4-10%.

Despite the age difference between the two groups, the decline in wellbeing and engagement was similar, suggesting that the transition to high school played a more substantial role than age alone.

Moreover, girls were found to experience larger declines in all areas of wellbeing and engagement compared to boys. Students residing in remote areas also exhibited longer-lasting declines, continuing into the third year following their high school transition. The research suggests that the transition itself, rather than age alone, is a significant factor in the decrease in students' wellbeing and engagement.

Additionally, girls and students in remote areas may face additional challenges during this period, further exacerbating their disengagement from school.