Abstract
School completion to the end of Year 12 in rural, regional, and disadvantaged communities is an acknowledged challenge in Australia and internationally. This research reports the beliefs of 86 rural and regional community leaders in the Australian state of Tasmania. A survey on issues associated with students' school completion was designed specifically for community members, and responded to by the study participants. Findings that emerged from the data analysis included that participants were on average quite positive about the capability of students in the community and the potential for business/organisation links with schools. Some concern was expressed, however, about bullying in schools and students having well-formed plans for their futures after finishing school. This study provides a benchmark for future research with community members on their beliefs about issues related to students' educational aspirations and students' continuation in school. It has implications for policy makers, school leaders, and teachers at a national and international level.
Highlights
It is both theorised (Bronfenbrenner, 1979) and acknowledged from longitudinal research (Berns, 2012; Smith, 2014) that schools are affected by their wider communities, and in turn, the schools effect their wider communities
Rutter’s research on protective factors for students reported that even when a school was located in a disadvantaged area, the influence of community members could have a positive impact on a school and on targeted students
Given the argument that completing high school is an important protective factor that can help mitigate the risks associated with living in a disadvantage community (Abbott-Chapman, Johnston, & Jetson, 2014; Gale et al, 2013; Haywood et al, 2009), the study reported here focused on the beliefs of community leaders about completion of the compulsory years of schooling by students in their communities
Summary
It is both theorised (Bronfenbrenner, 1979) and acknowledged from longitudinal research (Berns, 2012; Smith, 2014) that schools are affected by their wider communities, and in turn, the schools effect their wider communities This interaction between the two helps to shape the beliefs and behaviours of both the members of the school community and the members of the schools’ wider community in relation to each other. Rutter’s research on protective factors for students reported that even when a school was located in a disadvantaged area, the influence of community members could have a positive impact on a school and on targeted students. Given the argument that completing high school is an important protective factor that can help mitigate the risks associated with living in a disadvantage community (Abbott-Chapman, Johnston, & Jetson, 2014; Gale et al, 2013; Haywood et al, 2009), the study reported here focused on the beliefs of community leaders about completion of the compulsory years of schooling by students in their communities
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