title: Students' perspectives on their high school experience.
abstract: This study explored students' levels of belonging and engagement in high school by obtaining their perspectives on the instruction, teachers, friends, and activities in their school. We interviewed 33 students from seven comprehensive high schools in Richmond, Virginia. Students indicated that they were more engaged when the instructional program included authentic learning experiences, teachers who provided challenging activities and showed interest in student learning, and a school day that supported interpersonal relationships with peers and adults. It was concluded that, to promote belonging and engagement, school personnel should attend to the quality of student learning and relationships.
authors.affiliation: Department of Instruction and Leadership in Education, Duquesne University, 600 Forbes Avenue, Canevin Hall, Pittsburgh, Pennsylvania 15282, USA. certoj@duq.edu
authors.forename: Janine L
authors.initials: JL
authors.lastname: Certo
authors.forename: Kathleen M
authors.initials: KM
authors.lastname: Cauley
authors.forename: Carl
authors.initials: C
authors.lastname: Chafin
mesh_terms: D000293:Adolescent; D001290:Attitude; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007407:Interviews as Topic; D007858:Learning; D008297:Male; D008962:Models, Theoretical; D010379:Peer Group; D000297:Psychology, Adolescent; D012574:Schools; D012938:Social Perception; D012944:Social Support; D013334:Students / Q000523:psychology*; D013663:Teaching; D014768:Virginia