OUT-OF-SCHOOL FACTORS CONTRIBUTING TOWARDS ACADEMIC UNDERACHIEVEMENT OF VULNERABLE LEARNERS IN LESOTHO HIGH SCHOOLS

Prior research has shown that attention deficit/hyperactivity disorder (ADHD) relates to various negative outcomes in adolescence, including academic failure, behavioral problems at school, and criminal behavior. However, this line of research has generally failed to explore whether ADHD connects to criminal behavior through its effects on school factors. Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), this study finds that a retrospective account of ADHD symptomatology during childhood and early adolescence predicts weakened school attachment, lower grades, and higher risks for both out-of-school suspension and crime. School attachment, grades, and out-of-school suspension have the expected effects on crime among females and males. Among females, these school factors mediate the effects of ADHD symptomatology on crime. The effect of ADHD symptomatology on crime among males remains significant when controlling for school factors. Implications of the findings for policy and theory are discussed.

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Which in‐ and out‐of‐school factors explain variations in learning across different socio‐economic groups? Findings from South Africa

Comparative Education ◽

10.1080/03050068.2011.541678 ◽

2011 ◽

Vol 47 (1) ◽

pp. 79-102 ◽

Cited By ~ 18

Author(s):

Michèle C. Smith

Keyword(s):

South Africa ◽

School Factors ◽

Out Of School

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Integrating online learning in NSW secondary schools: Three schools' perspectives on ICT adoption

Australasian Journal of Educational Technology ◽

10.14742/ajet.989 ◽

2011 ◽

Vol 27 (1) ◽

Cited By ~ 17

Author(s):

Edwina Neyland

Keyword(s):

Online Learning ◽

High Schools ◽

Institutional Support ◽

School Support ◽

School Factors ◽

Factors Affecting ◽

Factors Associated ◽

Level Of Use ◽

Ict Adoption ◽

Systemic Factors

<span>This report examines factors associated with integration of online learning in Sydney region high schools. Past studies have shown that schools can be identified as operating at a certain level of use - ranging from non-use, through stages such as entry, and adaptation, arriving at transformation - when a focus on technology shifts to a focus on the learner. This report highlights several factors affecting the use of online learning in Sydney high schools, including systemic factors such as institutional support, as well as micro factors such as teacher capability. After questionnaires and interviews conducted with computer coordinators during 2009, it was found that immediate school factors such as school support and focus on pedagogy were perceived as being more important than broader systemic factors.</span>

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