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This study looked at family, teacher, and peer support as predictors of teenage students’ school participation among 278, Ethiopian adolescent students aged 15 to 20 years old. According to the findings, families, teachers, and peers provide support through modelling respectful behaviour, caring for them, providing materials essential for their learning, encouraging, offering feedback, reinforcing good behaviour, and punishing poor behaviour. The correlation finding reveals that a family’s socioeconomic status, family support, teacher support, and peer support are all strongly linked to school engagement and its four components (behavioural, emotional, cognitive and agentic engagement). SES (β = .333, p &lt; 01), family support (β = .261, p &lt; 01), teachers support (β = .095, p &lt; 05), and peer support (β = .140, p &lt; 01) all contributed substantially to total school engagement, according to data from multiple regression. Predictor factors also showed substantial variation (F = 40.435, p &lt; 01, R2 = .499), accounting for 49.9% of the variance in total school engagement. According to the results of hierarchical regression teachers’ support moderated the link between family support and school engagement considerably (R2 = .017, p &lt; 01), Recommendations have been sent to interested parties in order to encourage the required assistance offered to adolescent students from the environment and to improve their school participation.

Family, teachers and peer support as predictors of school engagement among secondary school Ethiopian adolescent students