School Engagement and Its Implications in Future Life Opportunities: A Study of Roma

Tânia Moreira^1*Pedro Rosário¹Márcia Ferreira¹Armanda Pereira²Sonia Fuentes³

• ¹Research Center in Psychology, School of Psychology, University of Minho, Braga, Braga, Portugal
• ²University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
• ³Central University of Chile, Santiago, Santiago Metropolitan Region (RM), Chile

School engagement is a key predictor of academic success and long-term life opportunities (e.g., career prospects and socioeconomic mobility). However, students from Roma groups often face unique challenges (e.g., acculturation hassles and marginalization) that hinder their sustained engagement in school. Despite the well-documented relationship between low school engagement and poor educational and life outcomes, little is known about how school engagement evolves within Roma communities and its effects on future life opportunities. To fill this gap, this qualitative, longitudinal study explores the emotional, behavioral, and cognitive engagement trajectories of 13 Roma students (ages 10-14) during a critical school transition (5th to 6th grade). Semi-structured interviews were conducted at the beginning and end of the school year and were analyzed thematically. Findings are presented in two sections: I) School Engagement Trajectories and II) Inner workings of school engagement trajectories.Overall, data reveal a strong peer and school affiliation pattern, but low engagement in learning-related activities. Over time, students reported declining emotional connection with teachers, reduced school attendance, and diminished academic support at home. These trends appear linked to the limited perceived utility of formal education and constrained life aspirations shaped by cultural norms. The study highlights the need for culturally responsive interventions that address motivational beliefs and structural barriers to engagement among Roma youth.