Source: The Conversation (Au and NZ)
Abstract Aerial Art/ Getty Images The latest data on Australian schooling shows about 81.5% of Year 10 students go on to Year 12. This is a modest rise of 1.6 percentage points on the previous year, but figures have been largely stable since the start of the COVID-19 pandemic.
There has been decades of research on how to help students finish school. Each student is of course different and will have different needs. But there are many things schools can do from Year 7 to support students to stay until Year 12.
Here are three of the most important ones. Why it’s important to finish school Completing Year 12 is associated with a range of positive longer-term outcomes. These include better employment prospects, higher lifetime earnings, and stronger health and wellbeing.
It also keeps the widest range of post-school options open, from vocational training and apprenticeships to further study and direct entry into work. Why do students leave? The reasons students leave before Year 12 are varied and often complex.
For example, some students might be managing health challenges, navigating difficult life circumstances, or pursuing opportunities like an apprenticeship that fit their goals well. For others, however, leaving early is shaped by experiences at school itself.
Somewhere along the way, they became disengaged, fell behind, or lost their connection to school. These are the experiences schools are best placed to influence. Research shows there are three key areas schools can better develop now to help increase the retention numbers in the years ahead.
1. How teachers teach It may sound obvious but one main way schools can keep students is through teaching approaches that help students learn effectively. This is because students need to feel they can succeed at school — and see themselves making progress — in order to stay engaged and connected to it.
When learning is consistently out of reach, students disengage. In contrast, when they can see themselves getting better at things, school feels worth their effort. Our research shows effective teaching in Year 7 is connected all the way through to whether a student completes school six years later.
This type of teaching is also linked with students putting in greater effort at school and higher achievement. What kind of teaching practices are we talking about? One well-evidenced approach is explicit instruction where teachers clearly model new concepts and skills, guide students through examples, and gradually shift responsibility to students as they gain mastery.
As part of this, two strategies stand out. First, reducing difficulty during initial learning. When a concept is new, break it into manageable steps and match the challenge to what students already know. Second, give students well-organised opportunities to practise, paired with specific guidance on how to improve.
2. How the classroom works Orderly, predictable and positive classrooms free up students to focus on learning rather than navigating disruption. This is why classroom management is important. This is how teachers structure the classroom environment and the interactions within it so learning can happen.
In a recent study, we found students whose teachers provided strong classroom management were up to six times more likely to have high motivation, engagement, and resilience at school than students whose teachers did not.
Two strategies are particularly effective for classroom management. First, establishing and consistently maintaining clear rules and routines is important, so students know what to expect. Second, recognising and building on what students do well rather than only focusing on what goes wrong.
3. Student-teacher relationships Research also tells us it’s important for teachers to build warm, respectful relationships with students. It is not only important for retention in its own right — it also underpins the other two areas above.
Strong teaching and good classroom management both depend on positive teacher-student relationships. When students feel known and supported by their teachers, they are more willing to engage and stay connected to school. Our research shows each relationship a student has with a teacher matters.
The more positive relationships students have with their teachers — relative to negative ones — the greater their academic engagement. Academic engagement in turn, is a key driver of school retention. Research tells us every teacher can make a difference, and the relationships teachers build with their students could be what helps that student stay on and complete school.
This is because the relationships add up — and for some students, the bond they build with one teacher in particular can be what tips the balance toward staying engaged with school. So it is important to create conditions where every student has the chance to build genuine, positive connections with teachers.
This means teachers getting to know students as individuals, showing interest in their lives beyond the classroom, and teaching in ways that feel personal and engaging.
Rebecca J. Collie receives funding from the Commonwealth Department of Education and the New South Wales Department of Education.
Andrew J.
Martin receives funding from the Commonwealth Department of Education and the NSW Department of Education.
Original source: https://analysis1.mil-osi.com/2026/05/31/almost-20-of-australian-students-dont-finish-school-these-3-things-can-help-them-stay/