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The Relations of Adolescent Student Engagement with Troubling and High-Risk Behaviors

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Handbook of Research on Student Engagement

Abstract

Nearly one third of secondary school students report decreased engagement in school during their teen years. When considering the emotional or psychological aspects of engagement, which are routinely associated with high-risk behaviors, a student must somehow conclude that, at a minimum, at least one specific person at their school truly cares about him or her not only as a student, but as a person. This caring individual, be it a teacher, coach, administrator, or counselor, does not simply express respect, concern, and trust in the student as part of their job, but also the student comes to believe that this person sees intrinsic value in him or her as a human being. In this chapter we underscore the association between student engagement and high-risk behaviors in adolescence. Although all aspects of student engagement are important to the full development of youth, the salience of student engagement when considering troubling and high-risk behaviors in schools warrants educators’ attention. We summarize research in this area and provide an overview of system-level interventions and strategies to build bonding and connectedness, particularly for those students who engage in high-risk behaviors. We conclude that clear definitions and unified research in the area of student engagement can allow for continued advancements in understanding how to best engage students, specifically high-risk students, and yield positive academic and life outcomes for youth.

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Author information

Authors and Affiliations

  1. The Help Group, Sherman Oaks, CA, USA

    Amy-Jane Griffiths Ph.D.

  2. University of Oregon, Santa Barbara, CA, USA

    Elena Lilles M.Ed.

  3. Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA

    Michael J. Furlong Ph.D.

  4. Educational Leadership and Organizations Program, Gevirtz Graduate School of Education, University of California Santa Barbara, Santa Barbara, CA, USA

    Jennifer Sidhwa B.A.

Authors
  1. Amy-Jane Griffiths Ph.D.
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  2. Elena Lilles M.Ed.
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  3. Michael J. Furlong Ph.D.
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  4. Jennifer Sidhwa B.A.
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Correspondence to Amy-Jane Griffiths Ph.D. .

Editor information

Editors and Affiliations

  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

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Griffiths, AJ., Lilles, E., Furlong, M.J., Sidhwa, J. (2012). The Relations of Adolescent Student Engagement with Troubling and High-Risk Behaviors. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_27

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