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The role of flexible learning programs in enabling behavioural engagement


Thomas, J and Dyment, J, The role of flexible learning programs in enabling behavioural engagement, Emotional and Behavioural Difficulties, 24, (4) pp. 405-420. ISSN 1363-2752 (2019) [Refereed Article]

Copyright Statement

Copyright 2019 SEBDA

DOI: doi:10.1080/13632752.2019.1633740


This study investigates the change in students’ behavioural engagement as a result of participation in a Flexible Learning Program. Using an understanding of engagement as both a process and a relationship between the students and their school, we sought to determine whether students’ attendance, participation, and conduct were different after the program compared with before enrolment. To achieve this, we used a range of data sources which involved both student and teacher voice, collected prior, during, and after the program. Data from the program’s complete cohort of 46 students, collected over a span of five years, were analysed and findings revealed that students’ behavioural engagement not only increased within the program but maintained at significantly improved levels after students returned to their mainstream ‘host’ school. These findings provide a response to some common critiques of Flexible Learning Programs and add to the evidence of the role that they can play in the reengagement of disengaged students.

Item Details

Item Type:Refereed Article
Keywords:disengagement, reengagement, behavioural engagement, flexible learning
Research Division:Education
Research Group:Other education
Research Field:Other education not elsewhere classified
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Management, resources and leadership
UTAS Author:Thomas, J (Dr Jeffrey Thomas)
UTAS Author:Dyment, J (Associate Professor Janet Dyment)
ID Code:133535
Year Published:2019
Web of Science® Times Cited:1
Deposited By:Education
Deposited On:2019-07-01
Last Modified:2022-08-23

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