The findings, along with others from a variety of disciplines, illustrate that students' positive expectations for themselves, as well as an encouraging educational environment, are powerful agents for educational participation and achievement. Studies of the Australian Youth Survey longitudinal data show that is the low socioeconomic groups, rurally isolated students, aboriginal minorities, and students with disabilities who drop out of school in disproportionate numbers. Factors which seem to enhance individual agency and sense of personal control in the face of restraining social and economic structures seem to be the influence of school type, role of the effective or inspirational teacher in encouraging participation, importance of prior performance and preparation at each stage, subject choice and guidance, perceived personal control over educational studies, and institutional responsiveness to student-felt needs. 19 references