OECD Programme for International Student Assessment (PISA) Australia

Publication Date



Resilience (Personality), Disadvantaged, Academic achievement, Socioeconomic background, Student attitudes, Reading enjoyment, Goal orientation, Student motivation, International comparisons, Secondary school students



Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?

Creative Commons License

Creative Commons Attribution-Noncommercial-Share Alike 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

Place of Publication

Camberwell, Australia


Australian Council for Educational Research (ACER)


978-1-74286-624-6 [print] 978-1-74286-625-3 [PDF]