Interrupted engagement: student perspectives on persistence, disconnection, and graduation in a rural high school

This qualitative study tells the story of how targeted support can make all the difference for students on the edge of falling through the cracks. In a small rural district in British Columbia, some high school students were at risk of not graduating on time. With the introduction of flexible learning options and culturally responsive approaches, that outcome began to shift. These interventions didn't just offer academic support; they helped students reconnect with school in ways that felt meaningful and manageable. To understand this transformation more deeply, I spoke with two students who recently graduated. This study explores the emotional, social, and structural challenges they faced, what pushed them away from school, and ultimately, what brought them back. Four key themes emerged: the importance of caring adult relationships, the motivational impact of graduation and recognition, the value of flexible learning environments, and the role of peer relationships and school culture in shaping their sense of belonging. These findings suggest that student disengagement is often not a sign of apathy, but a response to unmet needs. This study calls for more compassionate, student-centered practices, especially in small, rural schools.