{"id":71299,"date":"2024-01-08T18:07:11","date_gmt":"2024-01-08T23:07:11","guid":{"rendered":"https:\/\/world.edu\/?p=71299"},"modified":"2024-01-08T18:07:11","modified_gmt":"2024-01-08T23:07:11","slug":"year-9-is-often-seen-as-the-lost-year-heres-what-schools-are-trying-to-keep-kids-engaged","status":"publish","type":"post","link":"https:\/\/world.edu\/year-9-is-often-seen-as-the-lost-year-heres-what-schools-are-trying-to-keep-kids-engaged\/","title":{"rendered":"Year 9 is often seen as the \u2018lost year\u2019. Here\u2019s what schools are trying to keep kids engaged"},"content":{"rendered":"

\"\"<\/p>\n

Each year in Victoria,\u00a0thousands of students<\/a>\u00a0disengage from school between the start of Year 9 and the end of Year 12.<\/p>\n

Many are\u00a0expelled or suspended<\/a>. Others simply\u00a0switch off in class<\/a>, skip lessons, or quit school to seek out different educational and training pathways.<\/p>\n

Whatever the reason, many\u00a0high school teachers<\/a>\u00a0say something significant happens to school engagement levels\u00a0around Year 9<\/a>.<\/p>\n

My\u00a0research<\/a>, which involved working with Year 9 teachers in Victorian high schools, seeks to better understand what\u2019s happening with student disengagement in this year level \u2013 and what can be done to change it.<\/p>\n

Lost, disengaged and \u2018in never-never land\u2019<\/strong><\/h4>\n

Year 9 (when a child typically turns 14 or 15) is a challenging year for a teenager, in part due to the maelstrom of puberty and adolescence. One Year 9 teacher told me students at this age see themselves<\/p>\n

as that in-between stage. \u2018Am I a child? Am I an adult? What if I\u2019m neither?\u2019<\/p><\/blockquote>\n

Students at this age often strongly feel they no longer fit in. These age appropriate but intense levels of introspection can make some students look at the repetitive and seemingly endless cycles of school tasks, tests and homework and wonder, \u201cwhat\u2019s the point?\u201d As one research\u00a0paper<\/a>\u00a0puts it:<\/p>\n

In Australia, Year 9 is widely seen as a problem, a time when young people disengage from school; and when curriculum and student identity often fail to cohere with each other.<\/p><\/blockquote>\n

Year 9 teachers\u00a0described<\/a>\u00a0this year to me as \u201cthe lost year\u201d, where students often drift off to \u201cnever-never land\u201d. One even said it was traditionally seen as \u201ca waste of a year\u201d.<\/p>\n

This suggests an opportunity for schools to design their Year 9 curriculum to help these students see the relevance of school.<\/p>\n

Specialist Year 9 programs<\/strong><\/h4>\n

Some schools have implemented specialist programs for Year 9. Some have large-scale residential programs, where students live and learn away from home for extended periods. Other programs focus on students learning about and through their local communities.<\/p>\n

In Ballarat, where I am based, about half the high schools have a substantial Year 9 program. The structure varies. Sometimes it\u2019s just a one-day-a-week program combining in-school and out-of-school learning experiences. Other programs are conducted entirely offsite over the course of a term.<\/p>\n

One case study I\u00a0explored<\/a>\u00a0was a Year 9 program at a school in regional Victoria. About 70% of students at this school fall in the bottom and bottom-middle quartiles of the Australian distribution of socio-economic advantage.<\/p>\n

In my paper, I gave this program (which the school developed) the pseudonym \u201cRenewal\u201d. In Renewal, several learning areas (English, health and humanities) are taught together by a single teacher. Students are in the program for six out of 20 periods per week.<\/p>\n

Having one teacher assigned to each class for the entire Renewal program allows them to build rapport and connection. As one teacher told us:<\/p>\n

Students have come to me, their Renewal teacher, before they\u2019ve gone to their tutorial teacher, before they\u2019ve gone to their house leader, and said: \u2018I\u2019m feeling extremely overwhelmed, I\u2019m having anxiety problems, I don\u2019t know why, it\u2019s freaking me out.\u2019<\/p><\/blockquote>\n

Another told me the program allows students \u201cto explore, investigate, ask questions about life issues that they wouldn\u2019t normally ask a teacher.\u201d<\/p>\n

This rapport better positions the teacher to handle tricky issues with absenteeism, bullying and self-harm than teachers who see them less frequently.<\/p>\n

A different approach<\/strong><\/h4>\n

Renewal combines classroom-based activities with camps, excursions, guest speakers and other specialist programmes. One exercise, for example, involves dropping the students off in the local town centre, where they have to complete a series of tasks on a trail.<\/p>\n

In the Renewal program, the careers unit and mock job interviews are done at the start of the year to support students to get part-time employment.<\/p>\n

Students are given more agency than a traditional approach would allow. School work might be done, for example, via essay-writing, painting, drawing, in the form of a radio interview or other formats.<\/p>\n

As one teacher told me:<\/p>\n

The kids have more opportunity in regards to choosing their own destination [\u2026] to be able to find their own learning.<\/p><\/blockquote>\n

One teacher described a task where students write \u201ca persuasive letter to the council [\u2026] about a health issue in the community, that they wanted funding for.\u201d<\/p>\n

Another relayed how outdoor tasks \u201cfires up a different part of their brain\u201d, saying:<\/p>\n

One of the teachers created this map where they had to go around and imagine if they were to sleep rough where they could sleep.<\/p><\/blockquote>\n

Teachers themselves also learn from the Renewal program. One said:<\/p>\n

I\u2019m much more flexible. It\u2019s probably something I should be focusing on, to bring into my other classes. Just allow a bit more time for things.<\/p><\/blockquote>\n

Resonating with students\u2019 lives<\/strong><\/h4>\n

Schools with specific approaches to Year 9 are hearing positive responses from students via surveys and other feedback. One teacher from the Renewal program even noticed how:<\/p>\n

Getting up, in front of the class and presenting is a big deal for a lot of people [\u2026] I find with Renewal it\u2019s easier for me to get people up than it is [even] for my Year 11 class.<\/p><\/blockquote>\n

The success of Year 9 programs hinges on a tailored curriculum that resonates with students\u2019 lives, taught by teachers dedicated to fostering strong connections.<\/p>\n

Author Bio:<\/strong> Josh Ambrosy is a Lecturer in Education at Federation University Australia<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Each year in Victoria,\u00a0thousands of students\u00a0disengage from school between the start of Year 9 and the end of Year 12. Many are\u00a0expelled or suspended. Others simply\u00a0switch off in class, skip lessons, or quit school to seek out different educational and training pathways. Whatever the reason, many\u00a0high school teachers\u00a0say something significant happens to school engagement levels\u00a0around […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[434781],"coauthors":[11733],"class_list":["post-71299","post","type-post","status-publish","format-standard","hentry","category-education","tag-student-disengagement"],"acf":[],"yoast_head":"\nYear 9 is often seen as the \u2018lost year\u2019. 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