Enhancing social inclusion in young people could increase engagement in education, yet few longitudinal studies have examined this relationship. This study aimed to identify whether social inclusion in an Australian adolescent sample predicted high school completion three years later. Using state-representative data from the International Youth Development Study, two waves of the youngest cohort (51.6% female and 94.6% Australian born) during mid-adolescence (n = 825, M_age = 15.99, SD = 0.39) and post-secondary school (n = 809, M_age = 19.03, SD = 0.44) were analyzed. Factor analysis identified a 4-factor structure that represented an overarching social inclusion construct: (1) Citizenship, (2) Connectedness to Community, (3) Connectedness to Family, and (4) Connectedness to and Participation in School. Multivariate regression analyses indicated higher social inclusion levels in mid-adolescence predicted an increased likelihood of high school completion three years later. The implementation of strategies that incorporate the enhancement of social inclusion may improve educational outcomes for young people.

增强年轻人的社会包容性可以增加他们对教育的参与度，但很少有纵向研究探讨了这种关系。这项研究旨在确定澳大利亚青少年样本中的社会包容是否可以预测三年后高中毕业。使用国际青年发展研究的州代表性数据，对青春期中期（n  = 825，M_年龄 = 15.99，SD  = 0.39）和中学后的最年轻队列（51.6% 为女性，94.6% 为澳大利亚出生）进行两波研究学校（n  = 809，M_年龄 = 19.03，SD = 0.44）进行了分析。因素分析确定了代表总体社会包容性结构的 4 因素结构：(1) 公民身份，(2) 与社区的联系，(3) 与家庭的联系，以及 (4) 与学校的联系和参与。多元回归分析表明，青春期中期较高的社会包容水平预示着三年后完成高中学业的可能性会增加。实施包含增强社会包容性的战略可以改善年轻人的教育成果。