“We Respect Them, and They Respect Us”: The Value of Interpersonal Relationships in Enhancing Student Engagement

Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on leavers’ individual characteristics. More recently, however, studies begun focus extent which is shaped by school-level factors, in particular central role of teachers pedagogy, (dis)engaging students. Studies consistently shown how negative teacher–student relations can dominate lives young people, leading poor attendance behavioural issues often culminate them disengaging, or being expelled from school. Furthermore, there a growing interest pedagogical strategies enhancing relations, increasing engagement bringing about more socially just systems education. Using in-depth qualitative interviews with staff working programme aimed at preventing (the School Completion Programme) people who left are now participating an alternative education setting Ireland as well those settings National Youthreach Programme), this paper provides unique comparison two approaches learner engagement. Findings highlight centrality caring respectful relationships between students across programmes. This suggests that aspects ‘productive pedagogies’ framework used overcome barriers placing equal emphasis wellbeing formal learning. However, both programmes operate outside ‘mainstream’ education, little scope for integration mainstream system. concludes micro level, effective re-engaging but argues has impact broader where practices impacting remain unchanged.