Schools as sanctuaries: A systematic review of contextual factors which contribute to student retention in alternative education

Eva O'Gorman, Nancy Salmon, Carol Anne Murphy

Research output: Contribution to journalReview articlepeer-review

Abstract

Early school leaving is an international concern. Previous research indicates that the school context contributes to early school leaving. This systematic review is aimed to gather marginalised young peoples perceptions concerning contextual factors that contributed to and interfered with their decisions to stay in alternative education. Twenty-three databases and reference lists of reviews were searched, eliciting 1586 studies, which were then screened. Data from 24 mixed-methods studies that met the inclusion criteria were extracted and synthesised. Findings suggested that alternative schools which provided a sanctuary for students increased student engagement. Schools were sanctuaries when they offered physical, emotional and psychological safe spaces; fostered a sense of community; enabled students to affirm their racial/ethnic pride and employed flexible behavioural supports. Implications for practice and research are discussed.

Original languageEnglish
Pages (from-to)536-551
Number of pages16
JournalInternational Journal of Inclusive Education
Volume20
Issue number5
DOIs
Publication statusPublished - 3 May 2016

Keywords

  • alternative education
  • marginalised young people
  • sanctuary
  • school context
  • student retention

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