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Cited by 9Education during COVID-19 pandemicYouth Substance Use and School AttendanceYouth Education and Societal Dynamics

The DOI matches its DataCite record; 6 of the 6 references it cites were found in a registry or an index.

Disengaged and Nearing Departure: Students at Risk for Dropping Out in the Age of COVID-19

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(:Unkn) Unknown·2020·My University
DOI 10.34944/dspace/396
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Abstract

In this article, the author examines the turbulence of the current educational context in light of COVID-19 and the associated school closures, for disengaged, older students nearing the end of their high school journeys. She provides concise overviews of the way high school dropout problem has been conceptualized, the theoretical framework of turbulence theory, and the relevant challenges and barriers that disengaged, older students at risk for dropout/pushout are currently experiencing. She asserts that even with established supports in place, more attention is needed to developing approaches that consider the turbulence that older students experience nearing high school departure during this period of school closure and remote instruction. The author offers vignettes, both from her own experience as a school counselor and one from another educators about what this turbulence looks like for vulnerable students and families. She concludes by offering recommendations for further supporting older, disengaged students at-risk for pushout or dropout.

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Research works printed but not linked: 20

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  2. Balfanz, R., & Byrnes, V. (2012). The importance of being in school: A report on absenteeism in the nation's public schools. The Education Digest, 78(2), 4.
  3. Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F., & Hawkins, J. D. (2002). Predictors of early high school dropout: a test of five theories. Journal of Educational Psychology, 92, 568-582. https://doi.org/10.1037/0022-0663.92. 3.568. · DOI
  4. Gross, S. J. (2019). Applying turbulence theory to educational leadership in challenging times: A case-based approach. New York, NY: Routledge.
  5. Graces, J., Weisburd, S. & Salem, C. (2019). The ills of absenteeism: Can school-based health Centers provide the cure. In M.A. Gottfriend & Hutt E.L. (Eds.) Absent from School: Understanding and Addressing Student Absenteeism. pp. 35-51. Cambridge, MA. Harvard Education Press.
  6. Gubbels, J., van der Put, C. E., & Assink, M. (2019). Risk factors for school absenteeism and dropout: a meta-analytic review. Journal of youth and adolescence, 48(9), 1637-1667.
  7. Hough, H. (2019). Roll call: Describing chronically absent students, the schools they attend, and implications for their accountability. In M.A. Gottfriend & Hutt E.L. (Eds.) Absent from School: Understanding and Addressing Student Absenteeism. pp. 15-33. Cambridge, MA. Harvard Education Press.
  8. Lake, R. (2020). What's Happening with Distance Learning?. The Learning Professional, 41(4), 19-21.
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  10. Mireles-Rios, Rios & Reyes (2020). Pushed out for missing school: The role of social disparities and school truancy in dropping out. Education Sciences, 10(4), 108.
  11. Moretti, E. (2007). Crime and the costs of criminal justice. In C.R. Belfield & H.M. Levin (Eds.), The Price We Pay: Economic and Social Consequences of Inadequate Education, 142-159.
  12. Muenning, P. (2007). Consequences in health status and costs. In C.R. Belfield & H.M. Levin (Eds.), The Price We Pay: Economic and Social Consequences of Inadequate Education, 125-141.
  13. Oreopoulos, P. (2007). Do dropouts drop out too soon? Wealth, health and happiness from compulsory schooling. Journal of public Economics, 91(11-12), 2213-2229.
  14. Reback, R. (2010). Schools' mental health services and young children's emotions, behavior, and learning. Journal of Policy Analysis and Management, 29(4), 698-725.
  15. Rosen, J. A., Warkentien, S., & Rotermund, S. (2019). Stopping Out versus Dropping Out: The Role of Educational Resilience in Explaining On-Time Completion of High School. American Journal of Education, 125(2), 259-287.
  16. Rouse, C. (2007). Consequences for the labor market. In C.R. Belfield & H.M. Levin (Eds.), The Price We Pay: Economic and Social Consequences of Inadequate Education, 99-124.
  17. Shapiro, J. P., & Gross, S. J. (2013). Ethical educational leadership in turbulent times:(Re) solving moral dilemmas. Routledge.
  18. Sweeten, G., Bushway, S. D., & Paternoster, R. (2009). Does dropping out of school mean dropping into delinquency?. Criminology, 47(1), 47-91.
  19. Tuck, E. (2012). Urban youth and school pushout: Gateways, get-aways, and the GED. Routledge.
  20. Walters, A. (2020). Supporting youth and families during COVID-19. Brown University Child & Adolescent Behavior Letter, 36(6), 8.

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Metadata

Authors
Unknown, (.
Venue
My University
Publisher
My University
Published
2020-09-18
Volume
50
Pages
117-137
DOI
10.34944/dspace/396
OpenAlex
W3135648060
Cited by
9
References
0
Citations by year
2025: 1 · 2024: 3 · 2023: 1 · 2022: 3 · 2021: 1
FWCI
1.89
Type
journal article
Language
en
Open access
Locations
  • TUScholarShare (Temple University) (submittedVersion)
  • Planning and changing
  • TUScholarShare (Temple University)
Topics
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Social Sciences › Education › Youth Substance Use and School Attendance
  • Social Sciences › Sociology and Political Science › Youth Education and Societal Dynamics
Keywords
high school dropout, student disengagement, older students, COVID-19 pandemic, school closures, remote instruction, turbulence theory, pushouts, at-risk students, school counseling, student support

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