Adolescent perspectives on schooling experiences: The interplay of risk and protective factors within their lives

This research investigated relationships between risk and protective factors and school experiences for three adolescent groups (31 early-onset offenders who began offending before the age of 12, 36 late-onset offenders who began offending at or after 12 years, and 36 who were non-offenders) aged 12–18 years. Using a semi-structured interview and thematic data analysis, thought and social processes were investigated to determine how goal-setting, planning, self-reflection, and social competence build resilience within the domains of school, peers/leisure, and self. Overall, important differences in schooling experiences were reported, indicating that those with high risk- and low protective factors within these contexts were likely to lack connectedness, unlikely to have a positive self-concept, and likely to have disengaged from school.

► We compare youth perspectives of schooling across offender and non-offender groups.
► Highlighting individual strengths can assist learning and self-esteem.
► Positive self-concept and social skills protect against adverse outcomes.
► Schools need to develop self-regulation, social connection and interpersonal skills.