Seeking alternative pathways: an exploration of school engagement from the perspectives of marginalized youth

Marginalized students are often found to be struggling with challenges outside of and within school that complicate or even undermine their educational journeys. According self-determination theory (SDT), marginalized youth may disengage from if psychological needs for autonomy, belonging, competence not being sufficiently met, which lead reduced motivation, therefore engagement. Using SDT feminist as sensitizing lenses, this study explored engagement the perspective youth. We sought understand how six experienced life in experiences influenced Data collected through semi-structured interviews were analyzed thematically. Findings showed engaged could connected systems supported basic needs, well significant they personally (e.g., learning poverty). conclude that, order increase student engagement, schools need focus on increasing perceptions belonging environments, work reduce barriers such effects factors learning.