Parent and child perspectives on school disengagement in regional and rural Australia: a qualitative dyadic study

School disengagement is a significant issue in Australia, especially in regional and rural areas. This qualitative study examined parent and child experiences and interpretations of school disengagement within one such community. Fifteen parent-child dyads, with children aged 10-17 years, were recruited through community organisations and local networks and participated in separate, semi-structured interviews. Thematic and dyadic analyses were conducted, with themes organised using the Process-Person-Context-Time (PPCT) model. Eleven themes were identified: parent-child communication and monitoring, teacher-student interactions and peer relationships (process); future-orientated thinking, mental health and peer susceptibility (person); home environment, school system and access to support services (context); and changes in parental involvement and parental beliefs and values (time). Comparison of parent and child perspectives revealed patterns of convergence, divergence and complementarity. Findings highlight the value of incorporating multiple perspectives. They suggest that schools, support services and policymakers adopt contextually responsive, family-informed approaches, emphasising early identification and coordinated support.