How do disengaged Australian youth experience psychological empowerment during a youth re-engagement programmes?

Educational disengagement is a significant problem globally with disadvantaged populations overrepresented. Educational disengagement hinders mental and physical health, finances, career prospects and employment. Although these societal disadvantages are clear, for some young people disengagement is enacted as empowering action as young people seek to develop their identity, distinct from academic or behavioural failure and poor adult relationships within schools. Increases in psychological empowerment (PE) have been associated with increases in prosocial behaviour, responsible decision making and displays of social support – along with a decrease in delinquency. In the present study, nine males aged 13–19 years in southeast Queensland, Australia, completed interviews about their experiences of a psychological empowerment programme for young people not in education, employment or training. Results were analysed using framework analysis addressing intrapersonal, interactional, relational and behavioural psychological empowerment, along with psychological empowerment catalysts of agency, purpose, mentoring and community engagement. Findings provided commentary on the young people’s relationships with and power within their immediate communities, along with the roles of significant adult relationships. Disengagement was understood to be an agentic act which may contribute to the challenges in supporting young people to re-engage in community via education, employment or training. Implications for practice are discussed.