The challenges and unintended impacts of the New School Leaving Age Policy in one low socio-economic status school in Australia

Abstract

This research examines both the intended and unintended impacts of the New School Leaving Age (NSLA) Policy in New South Wales on a school located in a disadvantaged community. The NSLA Policy has presented a greater challenge to schools in disadvantaged areas, commonly referred to as Low Socio-Economic Status (SES) communities, where the rates of retention from Years 10 to 12 are traditionally below the state average. While most educators agree with the ambitions of the NSW government in increasing the school leaving age from 15 to 17 years, this research argues that there are unintended assumptions about retention that need to be addressed. Further, since legislation alone will not improve the retention rates of disadvantaged students, the challenge for low SES government secondary schools has been to provide alternative curriculum structures and programs that satisfactorily address the ambitions of government policy for retention. Given that low SES schools accumulate multiple disadvantages and are made responsible for making policy work, they are therefore "condemned to innovate" (Teese, 2008). The resultant challenges, their unintended consequences and the innovative strategies required to address lower retention rates are central to this research, in which there is a particular focus on the secondary school setting where the researcher is also the Principal. The research was conducted in the school over four successive years and is presented in an Examinable Portfolio of work comprising seven components: three scholarly papers, three professional workplace-related and research-based practices or products; and an evidence-based Narrative of Personal, Professional and Scholarly development. Findings from the research indicate that principals of low SES schools can improve the educational outcomes for students who stay on or transition to further training and education or work. Successful interventions in one low SES school were underpinned by inclusive school structures, the development of staff practices in building relationships, and targeted individual student strategies to strengthen attachment to school and enhance connections with the community, parents, business and non-profit organisations. Through offering a broader curriculum, professional learning for staff in mentoring skills, and in-depth case management by the Student Engagement Mentors and Transition Adviser, the school researched in this study was able to improve its apparent retention rate from 75 percent in 2010 to 92 percent in 2014.

Date of Award	2016
Original language	English