At-Risk & High-Risk Youth Perspectives on School Engagement
von N Curtis
1. What informs student engagement?
1.1. we know some factors are obstacles (residential instability, etc)
1.1.1. McCreary Centre Society has done a lot of research around obstacles and protective factors
1.2. we know there are some protective factors (resilience, positive adults)
1.3. We don't know how school history affects school engagement
1.3.1. we don't know how student perceptions of school inform their engagement
1.4. What role does community and/or culture play?
1.5. what role does mental health play?
2. How could we identify when an ARY is engaged?
2.1. looking at three kinds of engagement, can we identify how these might differ in ARY/HRY?
2.1.1. emotional, cognitive, academic engagement work together and alone to create different contexts for different students.
2.2. importance of lived experiences
2.2.1. how does do past experiences of teachers, classrooms, school events, parents experiences of school affect engagement?
3. How do students communicate their engagement?
3.1. we know a lot about mainstream student engagement as indicated by academic achievement
3.1.1. academic achievement predicts graduation
3.2. we correlate engagement with academic success a lot of the time
3.3. What about students that just showing up to school is a success?
3.3.1. this is hard for teachers, parents and school staff to understand and appreciate, from my experience. A influential experience that informs my work.