![]() “It was hard because you go from having a teacher the whole term who would let you do stuff and then if you tried to do that in another class, it would just be like no, you can’t do that. High school is especially difficult for these students because they have to navigate more teachers and are not good at “code-switching” to meet diverse rules and expectations. Some teachers are kinder and more supportive in how they do that than others. Students who find learning difficult will often clash with teachers whose job it is to make them do their work. The previous study found an interesting connection between the two. These findings are fairly intuitive and resonate with previous research with students with a history of disruptive behaviour who also nominated schoolwork and teachers. “Pretty much work, because they give you all the assessments and expect it to be done so quick ” A much higher proportion of dislikers than likers selected schoolwork, teachers and discipline policy as the aspects they disliked most. So I get to see my friends.”Ī similar pattern emerged for the least-liked aspects of school. “What do you like most about school?” “Break. The attraction became clearer through interviews: ![]() Learning’s alright.”īy contrast, a much higher proportion of dislikers chose “breaktime” as their most-liked aspect. “I feel like every day I go to school, I just flex my knowledge. While “friends” was the most-liked aspect of school for both groups, a much higher proportion of school likers than dislikers chose “learning”. Our suspicion that students in these two groups like and dislike different things about school proved correct. Graham et al, Frontiers in Psychology, 2022, Author provided What do students like and dislike most? These patterns correspond with suspension rates, which double in grade 7 and peak in grade 9. This dislike appears to increase over time, with grade 9 having the highest proportion of dislikers. “Yeah, it was probably as soon as I hit high school. Although school liking was highest in grade 7, most students indicated their dislike began in the transition to high school. Worryingly, one-third of students said they do not like school. Like, if Hogwarts was an actual place, I’d go there.” ![]() Almost half of these students said they had always liked it. The good news is that two-thirds of our study sample said they like school. We wanted to find out how these students feel about school and teachers, as well as their experiences of exclusionary discipline, and whether there were important differences between those who said they did and did not like school. These are the grades and types of schools with the highest suspension and lowest retention rates. We surveyed 1,002 students in grades 7-10 from three complex secondary schools. Our aim was to learn how we might be able to improve schooling from the perspective of students who like it the least. Our recent study investigated associations between school liking and factors that previous research suggests make students more likely to stay in school or leave: teacher support, connectedness to school, and the use of detentions, suspensions and expulsions. So, yes, it matters a great deal if students don’t like school and it’s important to know why, so we can do something about it. Some of these students may drop out of school, which has serious implications for their future job prospects, financial security and quality of life. Even those who like school will dislike aspects of it: subjects they aren’t good at, having to get up early, lack of tuckshop options, and so on.īut, for some students, dislike for school can become pervasive – they dislike almost everything about it. Students don’t have to love school to experience these benefits. Queensland University of Technology and University of Wollongong provide funding as members of The Conversation AU. Jenna Gillett-Swan receives funding from the Australian Research Council (ARC) and the Queensland Government.Ĭallula Killingly and Penny Van Bergen do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment. Graham receives funding from the Australian Research Council (ARC), the Queensland Government and the Spencer Foundation. Professor in Educational Psychology, University of Wollongong Postdoctoral Research Fellow, Centre for Inclusive Education, Queensland University of TechnologyĪssociate Professor in Education, Wellbeing and Children's Rights, Queensland University of Technology Professor and Director of the Centre for Inclusive Education, Queensland University of Technology
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