High school dropouts returning to study: The influence of the teacher and family during secondary school - Article 3

Oct 15, 2026

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Investigates how teacher and family relationships during secondary school shape secondary attrition for 18–22-year-old students who left school and later pursued tertiary entry through a regional university bridging program. Questionnaire responses from 144 students across two cohorts show that non-completers report lower emotional engagement with school and weaker relationships with teachers. Results indicate residential situation and student–teacher relationship quality drive secondary academic outcomes; family circumstances predict completion less directly, while broader family dysfunction may underpin poor school experiences. Implications are discussed for secondary and bridging educators.

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U.S. longitudinal evidence on attrition

Australian Journal of Teacher Education | Volume 36 | Issue 9 | Article 3 | | --- | --- | | 2011
High school dropouts returning to study: The influence of the teacher and family during secondary school
Robert Whannell
University of the Sunshine Coast, [rwhannel@usc.edu.au](rwhannel@usc.edu.au)
William Allen
University of the Sunshine Coast, [ballen@usc.edu.au](ballen@usc.edu.au) | | Recommended Citation Whannell, Robert and Allen, William (2011) "High school dropouts returning to study: The influence of the teacher and family during secondary school,"Australian Journal of Teacher Education: Vol. 36: Iss. 9, Article 3. Available at: [http://ro.ecu.edu.au/ajte/vol36/iss9/3](http://ro.ecu.edu.au/ajte/vol36/iss9/3) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol36/iss9/3](http://ro.ecu.edu.au/ajte/vol36/iss9/3) Australian Journal of Teacher Education High school dropouts returning to study: The influence of the teacher and family during secondary school Robert Whannell William Allen University of the Sunshine Coast Abstract: This study investigated the influence of the teacher and family relationships during secondary school for 18 to 22 year old students who had dropped out of secondary school and were attempting to gain access to tertiary study through a tertiary bridging program at a regional university. 144 students from two student cohorts completed a questionnaire intended to facilitate an understanding of how social context influenced secondary school attrition. It was identified that students who had not completed secondary school reported significantly lower levels of emotional engagement with school and poorer relationships with teachers. The study concluded that the residential situation and the quality of student-teacher relationships influenced the quality of the academic outcomes achieved in secondary school, with the student-teacher relationship being the dominant factor. It was also concluded that, while secondary school completion was significantly lower for students who did not reside with both parents, the family situation was not predictive of school completion. Rather, it is hypothesised that the wider contextual problems associated with family dysfunction which manifest in a poor school experience were the cause of the failure to complete secondary school. The implications for secondary school and tertiary bridging educators are discussed. At a time of increased emphasis on young people gaining accreditation and qualifications for entry into work (Bentley & Gurumurthy, 1999), the problem of students dropping out of study programs has engaged researchers (e.g. Cairns, Cairns, & Neckeman, 1989; Janosz, LeBlanc, Boulerice, & Teremblay, 1997; Jimerson, Egeland, Sroufe, & Carlson, 2000; Rumberger & Larson, 1998) . At the macro-level, governments are increasingly concerned with the stock of human capital in the economy (Kennedy & Lee, 2008) while at lower levels communities are concerned with the impacts of under-qualified young people. In 2008 a report commissioned by the Australian government (Bradley, Noonan, Nugent, & Scales, 2008) nominated a target for the Australian tertiary education sector of 40% of 25-to 34 year old Australians to possess at least a bachelor level qualification by the year 2020. At the time the report was produced only 29% of the target group was possessed of such a qualification. Vol 36, 9, September 2011 22 Australian Journal of Teacher Education The study reported below is in part a re-visitation of the topic of high school drop-outs, but from a different perspective. It seeks to add to the literature explaining the reasons for students dropping out of high school, but from the perspective of a student cohort who have made a decision to return to study, in this case by applying for entry to university through a special preparatory course. Opportunities to collect

FAQs

What population does the study focus on, and how did participants re-enter education?

The study focuses on 18–22-year-old students who had dropped out of secondary school and sought access to tertiary study through a tertiary bridging program at a regional university.

What factors were identified as influencing students’ secondary school academic outcomes?

The residential situation and, most dominantly, the quality of student–teacher relationships were found to influence the academic outcomes achieved in secondary school.

Does family situation directly predict secondary school completion in this study?

Secondary school completion was lower for students who did not reside with both parents, but family situation was not predictive; the study hypothesises wider contextual problems from family dysfunction contribute to failure to complete.

Oct 15, 2026

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