Applying ecological systems theory to understand the determinants of early school leaving and second-chance education in a socio-economically disadvantaged area in Sydney, Australia

Early school leaving has been a major concern since the introduction of compulsory schooling in Australia. Drawing upon relevant theoretical underpinnings, including Bronfenbrenner's theory of bioecological human development, Andrew Martin's motivation and engagement wheel and Bourdieu's theory of social practice, this study examined a holistic view of the many complex and interrelated factors that influence early school leaving and re-engagement with learning through second-chance education. Specifically, this study explored the experiences of early school leavers in Western Sydney, New South Wales (NSW) Australia and their re-engagement through a form of second-chance education, Tertiary Preparation, at a Technical and Further Education (TAFE) college. The research data were gathered through a mixed methods approach comprising two structured questionnaires which were completed by one hundred and ten (N = 110) students; a subsample of these students completed a semi-structured interview (N = 19). The students studied Tertiary Preparation at Western Sydney Institute (WSI) colleges in 2011. The mixed methods findings provide rich and comprehensive information on the students' perceptions of learning experiences in high school and in Tertiary Preparation at TAFE.

The significant findings reveal key features in the Tertiary Preparation course that were instrumental to students' success. The three significant findings or themes generated from this research as to what impacted on students' success were: (i) inter-personal relationships (relatedness), (ii) curriculum and pedagogic considerations, including assessments and student autonomy and (iii) socio-economic status and overcoming educational disadvantage. Significantly, related key features leading to success in Tertiary Preparation, were notably perceived to be absent from the high school setting. For instance, student-teacher relationships and peer-to-peer relationships in high school were less positive and less proximal or interactive, compared with those developed in the Tertiary Preparation environment. Students in Tertiary Preparation, with an engaging and valued curriculum that was seen to be relevant and that provided skills for further study and employment, experienced success. With this success in education, these students overcame their low socio-economic status and educational disadvantage. This study's findings indicate that demographic characteristics, negative high school experiences and other challenging life circumstances that are powerful predictors of school non-completion, tended to lose their influence in creating disadvantage after students studied and graduated from Tertiary Preparation. Ultimately, this study found that students' abilities to set clear and attainable goals, to develop positive attitudes, relationships and persistence in a different environment contributed to their success. Early school leaving and re-engagement in learning are multi-faceted, and the influential factors in both are often interrelated. For the dual purposes of understanding these complexities and synthesising the findings of the study, Bronfenbrenner's theoretical framework accounting for the individual's development in context, and Andrew Martin's influential model of motivation and engagement, provide theoretical underpinnings to demonstrate the process through which students in this study were able to re-engage in learning. Finally, drawing upon these findings, and having regard to the limitations of this study, a number of recommendations for future research on early school leaving and re-engagement are proposed.

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