{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,17]],"date-time":"2025-10-17T00:20:01Z","timestamp":1760660401745,"version":"build-2065373602"},"reference-count":58,"publisher":"MDPI AG","issue":"10","license":[{"start":{"date-parts":[[2025,10,16]],"date-time":"2025-10-16T00:00:00Z","timestamp":1760572800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Funda\u00e7\u00e3o para a Ci\u00eancia e Tecnologia","award":["PTDC\/CPE-CED\/122257\/2010","PTDC\/MHC-CED\/2224\/2014"],"award-info":[{"award-number":["PTDC\/CPE-CED\/122257\/2010","PTDC\/MHC-CED\/2224\/2014"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["EJIHPE"],"abstract":"<jats:p>The value of grade retention as a pedagogic resource remains a subject of debate because of its costs and benefits. In fact, it has been repeatedly argued that grade retention has substantial psychosocial effects. Student engagement with school is one of the dimensions that is expected to be more affected by grade retention. This article aimed to contribute to this debate by examining the relationship between grade retention and various dimensions of student engagement with school. With that purpose in mind, we analyzed data from a sample at one point in time (cross-sectional) and over three points in time (longitudinal), and expanded their meaning for Inclusive Education and for Person-centered schools. The cross-sectional sample comprised 739 students aged 14 to 19 years (M = 16.47, SD = 0.59), while the longitudinal sample included 238 students aged 11 to 15 years (M = 13.29, SD = 0.54 at the first assessment). Student engagement with school was measured using the Multifactorial Measure of Student Engagement. The results indicated that grade retention was negatively associated with overall student engagement. This negative association was particularly evident in the cases of study behaviors and perceived family support for learning. Moreover, students with a history of retention exhibited a significantly steeper decline in engagement over time compared to their non-retained peers. These findings underscore the importance of developing inclusive educational practices. Strategies that foster student engagement are especially relevant for retained students. Schools need to assume their responsibility in promoting positive academic trajectories for all their students, which may require schools shifting from a materialistic-oriented paradigm to a person-centered school paradigm.<\/jats:p>","DOI":"10.3390\/ejihpe15100213","type":"journal-article","created":{"date-parts":[[2025,10,16]],"date-time":"2025-10-16T12:17:02Z","timestamp":1760617022000},"page":"213","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Longitudinal Impact of Grade Retention on Student Engagement with School: Challenges to Inclusive Education and to Person-Centered Schools"],"prefix":"10.3390","volume":"15","author":[{"given":"Alberta","family":"Sousa","sequence":"first","affiliation":[{"name":"Psicolox\u00eda Evolutiva e Comunicaci\u00f3n, University of Vigo, 32004 Ourense, Spain"}]},{"given":"Maria Jo\u00e3o","family":"Rodrigues","sequence":"additional","affiliation":[{"name":"Departamento de Educa\u00e7\u00e3o e Psicologia, Escola de Ci\u00eancias Humanas e Sociais, University of Tr\u00e1s-os-Montes and Alto Douro (UTAD), 5000-801 Vila Real, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4183-4805","authenticated-orcid":false,"given":"Mariana","family":"Rodrigues","sequence":"additional","affiliation":[{"name":"Center for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto, 4099-002 Porto, Portugal"}]},{"given":"Nadine","family":"Poltz","sequence":"additional","affiliation":[{"name":"Inclusive Education, University of Potsdam, 14476 Potsdam, Germany"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7061-2171","authenticated-orcid":false,"given":"Angeles","family":"Conde-Rodriguez","sequence":"additional","affiliation":[{"name":"Psicolox\u00eda Evolutiva e Comunicaci\u00f3n, University of Vigo, 32004 Ourense, Spain"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5454-7971","authenticated-orcid":false,"given":"Paulo A. S.","family":"Moreira","sequence":"additional","affiliation":[{"name":"Departamento de Educa\u00e7\u00e3o e Psicologia, Escola de Ci\u00eancias Humanas e Sociais, University of Tr\u00e1s-os-Montes and Alto Douro (UTAD), 5000-801 Vila Real, Portugal"},{"name":"Centro de Investiga\u00e7\u00e3o em Desporto, Sa\u00fade e Desenvolvimento Humano (CIDESD), University of Tr\u00e1s-os-Montes and Alto Douro (UTAD), 5001-801 Vila Real, Portugal"},{"name":"PHI-WELL Research Group, University of Stavanger, 4021 Stavanger, Norway"}]}],"member":"1968","published-online":{"date-parts":[[2025,10,16]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"427","DOI":"10.1016\/j.jsp.2006.04.002","article-title":"Measuring cognitive and psychological engagement: Validation of the student engagement instrument","volume":"44","author":"Appleton","year":"2006","journal-title":"Journal of School Psychology"},{"key":"ref_2","unstructured":"Arbuckle, J. L. (2008). 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