[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593452-105":59,"doc-detail-593452-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","wellbeing-and-retention-a-senior-secondary-student-perspective","Wellbeing and Retention - A Senior Secondary Student Perspective","","Non-completion of senior secondary schooling remains a concern in Australia, with around 30% of students leaving before completing Year 12 and some remaining without clear engagement. The study examines whether senior students’ wellbeing is central to decisions to continue. It reports the first phase of a two-year project with 250 Year 11 students from two school communities, combining survey measures of social connectedness and academic engagement with student focus groups. Findings outline critical dimensions of a healthy senior culture and propose implications for policy and governance.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/wellbeing-and-retention-a-senior-secondary-student-perspective/593452/",{"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/wellbeing-and-retention-a-senior-secondary-student-perspective/593452.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why focus on wellbeing in senior secondary retention?","Question",{"text":112,"@type":113},"The research addresses whether students’ wellbeing is a key factor in supporting senior students’ decisions to continue at school, beyond policy and participation initiatives.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the first phase of the study investigate?",{"text":117,"@type":113},"The first phase examines Year 11 students’ perspectives on wellbeing, including development of scales to assess social connectedness and academic engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"How are student perspectives collected and analyzed?",{"text":121,"@type":113},"Survey data are enriched with student focus groups, linking wellbeing-related dimensions to academic achievement and retention outcomes.","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},593452,1792867814,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"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,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Wellbeing and Retention: A Senior Secondary Student Perspective  \nJan Gray  \nMark Hackling  \nEdith Cowan University  \nAbstract  \nNon-completion of senior secondary schooling continues to be a matter of concern for policy makers and practitioners in Australia today. Despite the efforts of governments to improve participation and retention rates, 30% of students drop out of school before completing Year 12. Further, some students remain at school, just biding their time until graduation. Within this context, we investigate whether the wellbeing of the students is a key factor in supporting senior students in deciding to continue at school.  \nThe article reports on the first phase of a two-year study offactors impacting on quality retention and participation of 250 Year 11 students from two school communities. This initial phase focuses on the senior students’perspective of their wellbeing in Year 11, and includes our development of a suite of scales to measure the impact of students’social connectedness and academic engagement on academic achievement and retention. Data from the survey of students are enriched through student focus groups.  \nThe article identifies critical dimensions of what students regard as a healthy senior school culture; that is, a culture conducive to a positive and productive experience in terms of their retention, participation and achievement. Implications for school and system policy and governance are proposed.  \nIntroduction  \nConcern related to increasing the length of time students remain at school is a global issue. A recent report into school retention (White, 2003) summarised the position in the following way:  \nCompared with young people who complete secondary schooling, those who don’t finish secondary schooling, are more likely to experience  \nThe Australian Educational Researcher, Volume 36, Number 2, August 2009 •119  \nJAN GRAY AND MARK HACKLING  \nextended periods of unemployment, obtain low-paid and low-skilled jobs and have difficulty obtaining relatively stable jobs: they are more likely to earn less, rely on government assistance and not actively participate in community life (p. 4) .  \nThis not only raises the question of how to improve retention and participation rates for senior secondary students, but, more importantly, how to improve the quality of the retention experience itself. Legislation alone will not persuade students to remain at school. Although there has been a recent shift in conceptualisation of “retention”to embrace school-to-work and school-to-training transitions, the challenge remains in providing a positive, purposeful and productive experience for students that helps them attain the self-esteem, qualification and experiences needed to reach their goals. Further, the wellbeing of the students within this culture is critical.  \nWithin Australia, the secondary school completion picture mirrors the OECD data, with 30% of students dropping out of school before completing 12 years of schooling (Lamb, Walstab, Teese, Vickers, & Rumberger, 2004), (Organisation for Economic Cooperation Development, 2005), Table C1.3).Variations in retention data across the Australian states are influenced by factors such as the proportion of Indigenous students, the remoteness of secondary schools from key metropolitan education districts, access to post compulsory education within the local school, and access to Technical And Further Education colleges and workplace learning opportunities. The impact of these factors on participation rates of young people in Australia are documented by Fullarton, Walker, Ainley and Hillman (2003) . The authors found that participation rates in the final year of secondary schooling varied according to the following factors:  \n• Gender – girls were more likely to complete than boys by 10 percentage points;  \n• Socio-economic background – students from low SES background were less likely to complete by 15 percentage points;  \n• Cultural background – students","cbCaitJ8zLDP8tte","https://ap.wps.com/l/cbCaitJ8zLDP8tte","pdf",186111,27,"English","# Abstract\n## Study scope and methods\n## Measuring wellbeing dimensions\n## Findings and policy implications","[{\"question\":\"Why focus on wellbeing in senior secondary retention?\",\"answer\":\"The research addresses whether students’ wellbeing is a key factor in supporting senior students’ decisions to continue at school, beyond policy and participation initiatives.\"},{\"question\":\"What does the first phase of the study investigate?\",\"answer\":\"The first phase examines Year 11 students’ perspectives on wellbeing, including development of scales to assess social connectedness and academic engagement.\"},{\"question\":\"How are student perspectives collected and analyzed?\",\"answer\":\"Survey data are enriched with student focus groups, linking wellbeing-related dimensions to academic achievement and retention outcomes.\"}]","Wellbeing and Retention - A Senior Secondary Student Perspective | PDF",1792077289,68]