Student perceptions of diminished teacher and classmate support following the transition to high school: are they related to declining attendance?

Abstract

Student perceptions of teacher and classmate support have been identified as a powerful protective factor for a range of children's outcomes. Evidence suggests that students perceive less support as they advance to higher grades, a factor that may be linked to declines in school attendance. This study utilized a sample of 2,616 students enrolled in 23 high schools followed from Grade 9 into Grade 10 to test the hypothesis that perceptions of declining teacher and classmate support are associated with declining school attendance. Growth curve analysis revealed significant declines in perceived support and attendance, particularly among boys. In support of our hypothesis, declining perceptions of support were positively associated with declining attendance. Pathways linking support to attendance were similar across gender. Implications of the results are discussed for developing school policies and practices.

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