Alienation from school

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The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “…few review studies have incorporated unfavourable student outcomes in their search terms, such as early school dropout, despite the fact that several studies emphasise the importance of engagement to prevent students from dropping out of school (Hascher and Hagenauer 2010; Ream and Rumberger 2008).”
A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach (2018, background): “In contrast, controlling teachers and a lack of relatedness are associated with higher alienation, and thus, higher likelihood of dropping out (Black & Deci, 2000; Hascher & Hagenauer, 2010).”
School alienation – Theoretical approaches and educational research (2018, background): “Despite these inconsistencies, SAL is universally perceived as a serious problem for learners, teachers and schools (e.g. Trusty and Dooley-Dickey 1993; Brown, Higgins, and Paulsen 2003) that possibly begins ‘in the earliest grades’ (Finn 1989, 117) and may be of special relevance during…”