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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-school-dropouts-returning-to-study-the-influence-of-the-teacher-and-family-during-secondary-school-article-3/594438/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-school-dropouts-returning-to-study-the-influence-of-the-teacher-and-family-during-secondary-school-article-3/594438.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What population does the study focus on, and how did participants re-enter education?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors were identified as influencing students’ secondary school academic outcomes?",{"text":117,"@type":113},"The residential situation and, most dominantly, the quality of student–teacher relationships were found to influence the academic outcomes achieved in secondary school.",{"name":119,"@type":110,"acceptedAnswer":120},"Does family situation directly predict secondary school completion in this study?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594438,1792546873,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 36 | Issue 9 | Article 3 |\n| --- | --- |\n| 2011\u003Cbr>High school dropouts returning to study: The influence of the teacher and family during secondary school\u003Cbr>Robert Whannell\u003Cbr>University of the Sunshine Coast, [rwhannel@usc.edu.au](rwhannel@usc.edu.au)\u003Cbr>William Allen\u003Cbr>University of the Sunshine Coast, [ballen@usc.edu.au](ballen@usc.edu.au) |  |\n\nRecommended Citation  \nWhannell, 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.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol36/iss9/3](http://ro.ecu.edu.au/ajte/vol36/iss9/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol36/iss9/3](http://ro.ecu.edu.au/ajte/vol36/iss9/3)  \nAustralian Journal of Teacher Education  \nHigh school dropouts returning to study: The influence of the teacher and family during secondary school  \nRobert Whannell  \nWilliam Allen  \nUniversity of the Sunshine Coast  \nAbstract: This study investigated the influence of the teacher  \nand family relationships during secondary school for 18 to 22  \nyear old students who had dropped out of secondary school and  \nwere attempting to gain access to tertiary study through a  \ntertiary bridging program at a regional university. 144 students from two student cohorts completed a questionnaire intended to  \nfacilitate an understanding of how social context influenced  \nsecondary school attrition. It was identified that students who  \nhad not completed secondary school reported significantly  \nlower levels of emotional engagement with school and poorer  \nrelationships with teachers. The study concluded that the  \nresidential situation and the quality of student-teacher  \nrelationships influenced the quality of the academic outcomes  \nachieved in secondary school, with the student-teacher  \nrelationship being the dominant factor. It was also concluded  \nthat, while secondary school completion was significantly lower  \nfor students who did not reside with both parents, the family  \nsituation was not predictive of school completion. Rather, it is  \nhypothesised that the wider contextual problems associated with  \nfamily dysfunction which manifest in a poor school experience  \nwere the cause of the failure to complete secondary school. The  \nimplications for secondary school and tertiary bridging  \neducators are discussed.  \nAt 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.  \nVol 36, 9, September 2011 22  \nAustralian Journal of Teacher Education  \nThe 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 ","cbCaikb30ghaFsvo","https://ap.wps.com/l/cbCaikb30ghaFsvo","pdf",136707,15,"English","# Recommended Citation\n# Abstract\n## Research purpose and participants\n## Key findings and conclusions\n# Context and policy background\n# Study scope and approach\n# Literature Review\n## U.S. longitudinal evidence on attrition","[{\"question\":\"What population does the study focus on, and how did participants re-enter education?\",\"answer\":\"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.\"},{\"question\":\"What factors were identified as influencing students’ secondary school academic outcomes?\",\"answer\":\"The residential situation and, most dominantly, the quality of student–teacher relationships were found to influence the academic outcomes achieved in secondary school.\"},{\"question\":\"Does family situation directly predict secondary school completion in this study?\",\"answer\":\"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.\"}]","High school dropouts returning to study: The influence of the teacher and family during secondary school - Article 3 | PDF",1792079165,38]